• Fashion & Textile Research Journal
• /
• v.25 no.2
• /
• pp.175-184
• /
• 2023

This study explores aspects of Vietnamese students' acculturation and acceptance behavior of K-fashion, based on the theory of planned behavior (TPB). In-depth interviews were conducted with 8 Vietnamese international students in Korea. The results of the study firstly indicate that K-fashion acceptance behavior of Vietnamese students reflected eight values of K-fashion, two motives of behavior, and two types of K-fashion acceptance behavior. Vietnamese students generally displayed a favorable attitude toward K-fashion. They all switched to K-fashion styles and actively showed their styles through SNS. Second, there was a difference in K-fashion behavior depending on whether the motivation for acculturation was of an active or inactive nature. The distinction between these two groups was determined by applying behavioral reasoning theory (BRT). Students whose motivation for learning Korean was an interest in Korean culture were characterized by active behavior in adapting to Korean culture, while those whose motivation for learning Korean was for strategic reasons, such as finding a good job, exhibited inactive K-fashion acceptance. This study has academic significance in that it enhances the understanding of Vietnamese consumers through the K-fashion acceptance behavior of Vietnamese students in Korea. Vietnamese students who actively embrace K-fashion play an important role in spreading K-fashion, so it could be beneficial to establish a strategy for promoting K-fashion in collaboration with them.

• Korean Journal of Culture and Social Issue
• /
• v.14 no.1_spc
• /
• pp.167-186
• /
• 2008

This study is to investigate, from the perspective of implicit theory, what elements influence children's motivation to learn and how their configurations are different according to different sexes. One analysis was based on answers to a motivation questionnaire by fourth to sixth graders from four different cities in South Korea. The subjects children were most highly motivated to learn were math and science for boys, and math and English for girls, respectively. Factors influencing the motivation were near 30 in number, including later happier life, joy of learning, parental rewards, pleasure of being informed, and meeting parental expectations, among others. Another analysis was an exploratory and confirmative factor analysis on motivation to learn among 856 fourth to sixth graders randomly sampled from 7 different cities all over South Korea. Factors revealed to contribute to the motivated learning here were five factors of utility, interest, recognition, knowledge acquisition(being informed), and expectancy sufficiency. There were some differences in the structure of factors between sexes; importance was given to five factors of utility, interest, recognition, knowledge acquisition, and expectancy sufficiency in descending order for boys, and six factors of interest, utility, rewards, recognition, expectancy sufficiency, and competition for girls.

• Journal of The Korean Association of Information Education
• /
• v.21 no.4
• /
• pp.451-462
• /
• 2017

This study selected 3D printing that is highly likely to be adopted in schools. This research was conducted in two stages: 1) proposing the learning activity framework for utilizing 3D printing in education, and 2) exploring the potential of integrating 3D printing in the school field. The '3D printing learning activity framework' proposed in this study includes four phases that are categorized according to the complexity of problem-solving processes and collaborative interaction: Step 1 as production through replication, Phase 2 as means of imaginary expression, Phase 3 as near problem-solving, and Phase 4 as expanded problem-solving. Next, we conducted the field study with 23 students in the 6th grade math class where they learned the various solid shapes and volumes through 3D printing-integrated activities. The lesson was considered as Phase 1, which is the production through replication. Overall, the results showed that the participants had positive perceptions about the efficacy of 3D printing activities, the quality of learning experience, and satisfaction. On the other hand, it was found that the usability of 3D printers and CAD program needs further improvement The contribution of this study can be found in the learning activity framework that can guide 3D printing activity design in school, and in the exploration of enhancing the connection between 3D printing activities and curricular relevance beyond simple interest toward a novel technology.

• Journal of The Korean Association For Science Education
• /
• v.40 no.2
• /
• pp.191-201
• /
• 2020

This study investigated verbal and physical interactions which appeared in collaborative science concept learning using augmented reality. Twelve 10th grade students participated in this study. After being organized into three four-member small groups, they participated in classes using smart device-based augmented reality application developed for the understanding of the chemical bonding concept. Their class activities were audio- and video-taped. Semi-structured interviews were also conducted. The results revealed that within individual statement units of verbal interaction, the proportions of information question/explanation and direction question/explanation were found to be high. Within interaction units, the proportions of reformative and cumulative interaction were relatively high. The proportions of progress were also found to be high within both individual statement units and interaction units of verbal interaction. Students' physical interactions were mainly conducted without meaningful verbal interactions. When their physical interactions were accompanied by knowledge construction-related verbal interactions, the proportions of gazing virtual objects and worksheet-related interactions were high. In contrast, various exploratory activities related to the manipulation of markers mainly appeared when they conducted physical interactions only, or when their physical interactions were accompanied by management-related verbal interactions. On the bases of the results, effective methods for collaborative concept learning using augmented reality in science education are discussed.

• Journal of Science Education
• /
• v.44 no.1
• /
• pp.74-83
• /
• 2020

The purpose of this study is to investigate motivation to learn physics in order to understand engineering college students' physics learning. Therefore, in this study, 374 engineering students at the university located in Seoul were studied using the Physics Motivation Questionnaire (PMQ), which was a Science Motivation Questionnaire II modified into the context of learning physics. The PMQ is composed of five factors: intrinsic motivation, career motivation, self-determination, self-efficacy, and grade motivation. It involves 25 Likert scale items. Through exploratory factor analysis, PMQ confirms that the five factors are structurally valid in measuring the motivation of engineering students to learn physics. In addition, item fit (MNSQ) was also confirmed using a Rasch model analysis. The results show that grade motivation has the highest mean with 4.2, followed by job motivation mean with 3.76. The mean of intrinsic motivation was 3.42, the self-efficacy was 3.38, and self-determination was 3.32. The results of this study confirm that the physics learning motivation of engineering college students is characterized showing high external motivation related to job and grade. Therefore, we should try to develop the teaching strategy to increase intrinsic motivation by developing mastery goal orientation of physics learning for engineering students.

• Journal of The Korean Association For Science Education
• /
• v.34 no.7
• /
• pp.693-701
• /
• 2014

Based on social cognitive theory, self-efficacy in the context of learning has been steadily emphasized as an indicator of students' motivation and performance. The premise for developing such an instrument was that a specific measure of Physics self-efficacy was deemed to be an important predictor of the change processes necessary to improve students' physics understanding. In this study we described the process of developing and validating an instrument to measure students' beliefs in their abilities to perform essential tasks in physics and then investigated high school students' self-efficacy about physics learning and performance. Validity and reliability of PSEI were tested using various statistical techniques including the Cronbach alpha coefficient, exploratory factor analysis. The result of factor analysis supported the contention that the Physics Self-Efficacy Inventory (PSEI) was a multidimensional construct consisting of at least four dimensions: understanding and application of Physics concepts, achievement motivation, confidence for physics laboratory, confidence for Mathematics. The result showed that Kroean high schools students have low Physics self-efficacy for the all four dimensions. Therefore, researchers should focus on development of students' Physics self-efficacy. In addition, the instrument may lead to further understanding of student behavior, which in turn can facilitate the development of strategies that may increase students' aspiration to understand and study Physics. More specifically, by using the PSEI as a pre- and post-test indicator, instructors can gain insight into whether students' confidence levels increase as they engage in learning Physics, and, in addition, what type of teaching strategies are most effective in building deeper understanding of Physics concepts.where they freely exchanged opinions and feedback for constructing better collective ideas.

• Knowledge Management Research
• /
• v.9 no.2
• /
• pp.169-191
• /
• 2008

Information technology instruments arc being rampantly used for knowledge management in companies. IT is used as an interplay tool to enhance the flow of knowledge and information between people. KMS, especially, supports the knowledge management process including sharing, creating, and using of knowledge within a company, and maximizes the value of knowledge resources within an organization. The purpose of this paper is to understand how IT is changing the knowledge management activity. through various examples based on exploratory research from MANDO, the Korean automotive parts manufacturer, and POSCO, the global leading steelmaker. The result shows that IT boosts communication skills, thus creates a mutual relationship outcome. In the same context, the process of knowledge conversion by Nonaka's SECI model simplifies to an Externalization-Internalization process. This process accelerates the birth of explicit knowledge and Socialization, supplements the Limitations of the creation of knowledge in the E-I cycle. The E of knowledge simultaneously promotes the I, and eventually brings an advanced learning skill. IT aids the E of knowledge and furthermore, I and E activity, through the knowledge sharing, brings vitality into an organization. The interplay stage for knowledge activity is to be reorganized to a cyber ba. Furthermore, IT will galvanize the formation of core knowledge through systemized acquisition, management of core knowledge and standardization of work.

• Korean Journal of Human Ecology
• /
• v.18 no.5
• /
• pp.985-994
• /
• 2009

This research is exploratory in considering the unique socio-cultural context of South Korea, where the present government is responding to the demand for English language training. The study asked the question: What do mothers experience when sending their young children to a private English institute, so called English kindergarten, instead of a regular preschool? A qualitative approach was used to analyze the in-depth interviews with 19 mothers who sent their young child to an English kindergarten. Mothers stated that their young child needs to be a competent English speaker. The mothers expected that an English kindergarten would prepare their child better for the elementary school English curriculum than a regular preschool. The study revealed that English kindergartens symbolized the precedence and the privileges of the elite because of their high tuition fees, native-speaker teachers, and small class sizes. The mothers showed a sense of pride and vicarious satisfaction from sending their child to an English kindergarten. However, the mothers recognized that English kindergartens put more emphasis on cognitive learning instead of the social development of children. It was almost impossible for mothers to communicate with the native-speaker teachers about their child. The mothers seemed to overlook their child's struggle to adapt to an English Kindergarten. The findings of the study raise issues concerning the boom of teaching young children English in Korea.

• Nutrition Research and Practice
• /
• v.5 no.6
• /
• pp.578-584
• /
• 2011

Compliance with food group and nutrient recommendations, and self-efficacy, stage of change, perceived barriers and benefits for healthy eating were assessed among a convenience sample of college students majoring in health-related disciplines. Dietary and psychosocial data were collected using three-day food records and scales, respectively. Means (SD), frequencies, and percents were calculated on all data, and logistic regressions were used to determine whether any of the psychosocial correlates predicted the stage of change for healthy eating. Noncompliance with food group recommendations ranged from 53% for the meat/meat alternates group to 93% for the vegetables/juice group, whereas noncompliance with nutrient recommendations ranged from 26% for cholesterol to 99% for potassium. A majority of students (57%) self-classified in the preaction and 40% in the action stages of change for eating healthy. The students' self-efficacy to eat healthy was highest in positive/social situations and lowest when experiencing emotional upset. The most important perceived barrier to healthy eating was that friends/roommates do not like to eat healthy foods, and the most important perceived benefit was that eating healthy foods provides the body with adequate nutrients. The difficult/inconvenient self-efficacy subscale predicted the stage of change for healthy eating. These students would benefit from interactive learning opportunities that teach how to purchase and prepare more whole grain foods, fruits, and vegetables, enhance their self-efficacy for making healthy food choices when experiencing negative emotions, and overcome perceived barriers to healthy eating.

• The Journal of Korean Association of Computer Education
• /
• v.16 no.5
• /
• pp.49-58
• /
• 2013

The purpose of this review is to identify factors that affect the quality of cyber universities. While the previous studies focused on the university-level factors, the review revealed that the country-level, social-level, and individual-level variables are also important factors influencing the quality of cyber universities organically and systematically. Therefore, the current study asserts that additional predictors should be added with regard to its systemic structure. These variables would include basic educational environment (e.g., teachers, staff, educational system), related regulations, management system, student willingness to participate in learning and their motivation, the government's awareness of cyber universities and polity support, and societal recognition/assessment of cyber universities.