• The Journal of Korean Society for School & Community Health Education
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• v.14 no.2
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• pp.29-45
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• 2013

Objectives: The purpose of this study was to identify relationships between experiential activity, ego-resilience, sense of community, and school life adjustment of middle school students and to provide the basic data that can contribute to the activation of experiential activities. Methods: 2,351 middle school students of panel survey conducted by National Youth Policy Institute were used in the final analysis. The structural equation model(SEM) was carried out to analyze structural relationships between experiential activity and ego-resilience, sense of community, and school life adjustment of the youth. IBM SPSS Statistics 20.0 and IBM SPSS AMOS 20.0. were used for the analysis of all data. Results: Experiential activities had a statistically significant positive effect on ego-resilience(p<0.001), school life adjustment(p<0.05), and the sense of community (p<0.001). Especially experiential activities acted on ego-resiliency, a sense of community, school life adjustment as an important parameter. Sense of community also showed to be an important mediating role between ego-resiliency and school life adjustment. Conclusions: In order to maximize the effectiveness of experiential activities, it is necessary to build the community networking enough to take full advantage of community resources and develop various experiential activities to meet the needs of youth and social change.

• Journal of the Korean Institute of Educational Facilities
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• v.27 no.4
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• pp.3-10
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• 2020

Not only the education that follows the school curriculum but also the education that cultivates practical abilities, such as creative experiential activity, is becoming more and more important in the elementary education in order to accept the social demand about the change in the educational environment. Among these movements, 'village-coupled school' has been carried forward as a policy of the Seoul Metropolitan Office of Education since 2016, and it is operating various programs to establish the educational cooperation system of schools and villages. Particularly, each office of education is publishing the 'village resource sourcebook' and introducing the student experiential programs of public facilities that are located at each region in order to enable the experiencing of experiential activities that utilized educational resources of the region. However, the standard or basis about the composition of the regional experiential learning curriculum is currently missing. Regarding the operation of the regional experiential learning, it seems that the school curriculum and associated facility experience or others would mutually increase the educational synergy effect. This research is a proposal to increase the educational effect of regional experiential learning. In the aspect of the experience at a public facility located in the region, it aims at analyzing the use, characteristic, and others of public facilities that appear in the elementary school textbook and propose the base data of the composition of the experiential activity program related to the curriculum.

• Journal of the Korean housing association
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• v.26 no.2
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• pp.111-119
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• 2015

This study aims to analyze space planning of accommodations in seven closed schools involved in experiential activity programs on Jeju Island, a famous tourist destination in Korea. The results are as follows. First, 35 schools had been closed down in Jeju between 1982 and 2015. Among them, four closed schools were sold, three are currently used by the Jeju special self-government provincial office of education, and 25 are being leased by individuals, village organizations, and other entities. However, they have not been well-operated, and so strategies for the effective management or operation of these closed schools should be developed. Second, there are distinctive differences in space planning of accommodations based on the correlation between experiential activities and the types of participants. If the experiential activity participants are mainly individuals or small groups, the closed school is likely to plan double-bed accommodations and individual bathrooms rather than large group rooms. Third, in order to operate experiential activity programs, closed schools require four different spaces for experiential activities, lodging, dining, and sanitation. The largest space available in each school building is used for experiential activities, and original classrooms are still in use. According to the standard drawing of school architecture, standard classroom size since 1997 has been $7.5{\times}9$ meters, and lodging rooms have mainly been re-planned based on the module of the standard-sized classroom. School cafeterias are utilized as dinning and kitchen spaces. For sanitation purposes, original school restrooms are still used by experiential program participants, while the shower rooms are newly equipped.

• Korean Journal of Child Studies
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• v.23 no.6
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• pp.81-101
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• 2002

This study examined the effects of a geographic experiential activity program on the ability to represent and to read maps(directions, perspectives, and symbols). The subjects were 44 5-year-old kindergarten children assigned to an experimental or a control group, with 22 children in each group. The geographic experiential activity program was developed and applied to the experimental group for 4 weeks. Results indicated that the experimental group was higher in reading and representing maps than the control group. Through the geographic experiential activity program, children came to be concerned about their living space, to be able to read and comprehend a simple map, and to represent a basic map with the use of directions, perspectives, and symbols.

• Fashion & Textile Research Journal
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• v.10 no.2
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• pp.181-190
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• 2008

Active exploitation of experiential marketing is now practiced in diverse range of apparel brands such as luxury, sports and casual brands. Under such a market environments, this study attempts to verify the effects of consumer's experiential marketing perception by analyzing the formation process of brand attitude. The path from experiential marketing strategic modules (sense, feel, think, act, and relate) to brand loyalty is mediated by brand affect and brand trust. Two sports brands were selected as stimuli brands, and a survey was conducted on 286 consumers in their 20s and 30s. The study validates the importance of sense/feel marketing for apparel brands as it had extensive effects on brand affect which is highly significant in the formation of brand loyalty. As a result of comparative analysis of brand attitude and the path model of its formation for two brands which were different in consumers' perception of experiential marketing brand activities, the study realized that the higher the level of perceived experiential marketing, the higher the levels of brand affect, brand trust and brand loyalty. In particular, for brands perceived as actively engaged in experiential marketing, the path from the perception of experiential marketing activity to brand loyalty was clearly segmented between sensibility and rationality as sense/feel marketing had significant effects only on brand affect, and act/relate marketing only on brand trust. This study verifies the positive effects of perceived experiential marketing activities of apparel brands on brand equity, and proposes the strategic appropriateness of experiential marketing that embeds sensibility and feeling appeals.

• Journal of The Korean Association For Science Education
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• v.20 no.3
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• pp.371-383
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• 2000

The purpose of this study is to compare junior high school students' conceptual changes about force and motion and their interest in science between a group with the instruction including sports experiential learning activities and a group with traditional instruction. In addition, for a group with sports experiential learning activities, students' conceptual changes and interest were examined according to the degree of their sports-experience before the instruction.The subject was 7th-grade students(N=82), and they were divided into two groups: experimental group and control group. The conceptual changes were positive in both groups. In the multiple choice questions the experimental group students(20.0%) were more positively changed than the control group students(17.2%). The number of students who responded with the right explanation increased 26.7% in the experimental group and 10.4% in the control group. The interest of the control group was significantly increased in the topic dimension(p<0.05). The interest of the experimental group was significantly increased in the experiential activity and the communicative activity(p<0.05). Students who had much sports-experience showed the most positive changes. Moreover the interest of these students was especially increased in internal motive, receptive activity, experiential activity, and communicative activity.

• Hwankyungkyoyuk
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• v.23 no.3
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• pp.17-34
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• 2010

The purpose of this study is to explore their experience through teachers' interviews in research schools for the Education for Sustainable Development(ESD). The first issue for ESD in school was about how to approach ESD and how to combine it with the school curriculum. Of course, ESD can be approached through both subjects and discretion, which are operated with focus on experiential study. Most teachers approached ESD through subjects, but they had a lot of difficulties in its implementation because of insufficient understanding. The advantage of ESD programs is to provide students with an opportunity for experiential activity based on localization. However, difficult parts in applying ESD to school education were matters of budget for invitation of experts or for the experience learning as well as overworking of the teachers with conceptualization of ESD. Consequently, there has been change in the perception of teachers and students through ESD in schools, which have influence on the integrated thinking from diverse perspectives. Stories of research school teachers offered through categorization of interviews will provide a lot of help in the process of applying ESD to school education in the future.

• Journal of Korean Society of Rural Planning
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• v.14 no.3
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• pp.11-17
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• 2008

Drawing on Herzberg's two-factor theory, this article suggests that visitors to rural tourism base their overall evaluation with an experience on their consideration of two types of aspects referred to as either 'motivators' and 'hygienes' by using the critical incident technique. 233 critical incidents described by 121 participants are categorized into three exclusive factors which are named as experiential factor, cognitive factor, and affective factor. The application of Herzberg's two-factor theory to rural tourism suggests 'satisfiers' to come from the experience-activity itself, experiential factor. While more peripheral elements constitute 'dissatisfiers', cognitive factor. The paper provides the advancement and broad application of Herzberg's theory to further understand rural tourists satisfaction.

• Journal of the Korea Society of Computer and Information
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• v.23 no.11
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• pp.175-183
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• 2018

In modern society, the optimal physical environment is constantly changing due to IT development, and it is provided with convenience. In this age environment, the children are growing up thinking that the value of community consciousness through relationship with others is not important in the social reality in which various ways and environments that can be done by themselves are succeeding. No matter how rapidly the world changes, a diverse learning environment is needed that establishes desirable human relationships and recognizes community consciousness and values. The purpose of this study was to investigate the effects of general children(elementary school 4th, 5th, and 6th graders) on the communication and peer relationship of the children participating in the archery experiential learning program, to emphasize the importance of physical activity programs, and also by analyzing the relationship between communication and improvement of peer relationship and to understand the effect of the archery experiential training learning which is one of exercise program. In order to verify the research problems, 30 experimental group and 30 comparative group were composed of 4th, 5th, and 6th grade elementary schools in Gwangsan-gu, Gwangju metropolitan city. The experiment group was participated in the archery experiential learning program for a total of 10 sessions, once a week for 60 minutes, and conducted a questionnaire survey. In this study, we examined the effect of archery experiential learning program on improving children 's communication and peer relationship ability. Thus, it showed that archery experiential learning program can be one of the important educational methods to promote the healthy character and development of children.

• Journal of Korean Society of Rural Planning
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• v.21 no.4
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• pp.115-125
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• 2015

This study is to analyze the preference of experiential activities and behavioral intention on rural tourism, with special focus on parents group of elementary students. The result can be utilized as basic data for demanding aspect of rural experiencing tourism. Two-step questionnaire survey was conducted, during May to July, 2915. Sample group was selected at 4 elementary school in Daegu city. 347 valid responses were analyzed with SPSS. Major results are as follows. Firstly, suggested model for 23 experiential activities in 7 types, were verified as valid by verifying factor analysis. Factor 1 was verified and named as 'Rual Life Experience', Factor 2 was verified and named as 'Health/Healing Experience', Factor 3, as 'Agricultural Product Experience', Factor 4, as 'Eco-Cultural Experience', Factor 5, as 'Leisure/Sports Experience', Factor 6, as 'Traditional Wellbeing Food Experience', and Factor 7, as 'Traditional Culture Experience'. All 7 factors explained 75.39% of total variance. Secondly, mean score of preference by each activity showed high in 'Health-care experience', 'Traditional food experience' and comparatively low in 'Collecting experience', 'Agricultural experience'. Thirdly, all 7 types(factors) of experience showed significant affecting relation to satisfaction, intention to participation and recommendation. Specially, 'Eco-Cultural Experience' and 'Rural Life Experience' showed high affecting relation. This could be the characteristics of parents group of elementary students.