• Research in Mathematical Education
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• v.19 no.1
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• pp.81-88
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• 2015

This study used a posttest control group design and to find out differences between students' self-regulated learning strategies in traditional and non-traditional classroom. To this end, 131 first year university students within the experimental and control groups took part in the study. While ICT-based approach was used as the main medium of instruction in the experimental group, in the control group the paper-based traditional method was used. A survey adapted from Davaanyam [Davaanyam, T. (2013). The structural relationships among Mongolian students' attitudes toward mathematics, motivational beliefs, self-regulated learning strategies, and mathematics achievement. Ph. D. Dissertation. Jeonju, Jeonbuk, Korea: Chonbuk National Unversity.] was used to gather the data. The results of the study indicated a significant difference between the control and experimental groups in regard with their self-regulated learning. That is to say, the experimental group taught through ICT tools acquired higher levels of self-regulation as compared with the control group instructed through the traditional teaching method.

• The Journal of Korea Robotics Society
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• v.14 no.2
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• pp.81-86
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• 2019

Robots are used in various industrial sites, but traditional methods of operating a robot are limited at some kind of tasks. In order for a robot to accomplish a task, it is needed to find and solve accurate formula between a robot and environment and that is complicated work. Accordingly, reinforcement learning of robots is actively studied to overcome this difficulties. This study describes the process and results of learning and solving which applied reinforcement learning. The mission that the robot is going to learn is bottle flipping. Bottle flipping is an activity that involves throwing a plastic bottle in an attempt to land it upright on its bottom. Complexity of movement of liquid in the bottle when it thrown in the air, makes this task difficult to solve in traditional ways. Reinforcement learning process makes it easier. After 3-DOF robotic arm being instructed how to throwing the bottle, the robot find the better motion that make successful with the task. Two reward functions are designed and compared the result of learning. Finite difference method is used to obtain policy gradient. This paper focuses on the process of designing an efficient reward function to improve bottle flipping motion.

• Educational Technology International
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• v.17 no.2
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• pp.253-271
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• 2016

This study investigated the effect of generative concept maps according to learning achievements and cognitive load. A total of 78 students in the first grade of middle school participated in this study. Before the experimental treatment was implemented, students had to fill out a questionnaire assessing prior knowledge. The study was designed where all the students were presented the same learning contents regarding photosynthesis; however, the two experimental groups were provided with different concept map methods: a learner-generative concept map (GCM) and an instructor-provided concept map (PCM). GCM students were asked to make a concept map by themselves in small groups while they are reading material. PCM students were instructed to study in small groups in order to read the material; however, they were provided a concept map developed by their teacher. The control group (CG) had the teacher present the learning contents in traditional lecture format with no accompanying concept map. The results show that there were significant differences in the achievements among the groups. CG showed higher achievement than both the experimental groups. There was also a significant difference in cognitive load. Although the GCM group did not obtain higher achievement than the other groups, the GCM group showed higher mental effort and lower physical fatigue than the other groups. The GCM group might have invested more effort to find and connect ideas when drawing their concept map with peers which is unlike the conditions for the PCM group and CG. In conclusion, we should consider applying GCM in teaching and learning design in order to increase learning achievement and decrease extraneous cognitive load.

• MALSORI
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• no.56
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• pp.29-47
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• 2005

Investigating and comparing English vowels $/{\varepsilon}/\;and\;/{\ae}/$, and their-supposedly- corresponding vowels in Korean /ㅔ/ and /ㅐ/, this study addresses the following questions: Do Koreans pronounce/ㅔ/ and /ㅐ/ differently? Do they pronounce English $/{\varepsilon}/\;and\;/{\ae}/$ differently? And what is the relationship between the Korean vowels and the English vowels? Is the conventional correspondence (/ㅔ:${\varepsilon}/$, and /ㅐ/:${\ae)/$ appropriate? The results showed that 24 Korean male college students distinguish neither Korean /ㅔ/ and /ㅐ/ nor English $/{\varepsilon}/\;and\;/{\ae}/$, thus suggesting that their inability to distinguish the two vowels in their native tongue has an effect on their production of the English vowels. While not distinguishable within a language, Korean /ㅔ/ and /ㅐ/ still form a separate group from English $/{\varepsilon}/\;and\;/{\ae}/$. But Korean-Produced $/{\varepsilon}/\;and\;/{\ae}/$ are significantly different from American-produced $/{\varepsilon}/\;and\;/{\ae}/:$ Korean-produced $/{\varepsilon}/\;and\;/{\ae}/$ have much lower F1 and F2 than American-produced counterparts. Accordingly it is advised that, in learning English pronunciation, Korean students should be instructed to take the English vowel system as a separate system from Korean one, and thus, not to substitute Korean vowels for English vowels. And students should be provided with specific instructions on the articulatory differences between English vowels and Korean vowels. For example, Cey should be instructed to lower their jaws more for English $/{\varepsilon}/\;and\;/{\ae}/$ than for Korean /ㅔ/ and /ㅐ/.

• 한국HCI학회:학술대회논문집
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• 2008.02b
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• pp.64-70
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• 2008

Computer Assisted Learning (CAL) is quite different from in many aspects. CAL provides individualistic learning environment and facilitates autonomy of the learner. Thus the learners who uses CAL program has more sense of control and engages in more strategic learning than conventional learning environment. In this experiment, we used KORI (KORea university intelligent agent) which is a new type of ITS adopting TA (Teachable Agent) that fosters learning by teaching, So, we investigated the critical motivational factor that have influences in CAL learning and the effects of reward in CAL are another area of our interest. Thus, we divided two conditions that presence of reward and absence of reward. The 174 elementary school students(5th) were participated and they are randomly assigned the one of the reward conditions. Before entering the experimental instruction, all participants measured about metacognition, self-efficacy and goal orientation questionnaire as independent variables. Then, Participants were instructed of method of using KORI program and asked to study for ten days with KORI program at least 20 minutes everyday in their home, about 10 days. After 10 days, they were rated interest and comprehension. Regression results suggest that regardless of the presence of reward, metacognition is a positive predictor in interestingness. It indicate that metacognitive skills are required in CAL learning situation irrespective of reward. But on comprehension in the absence of reward, only self- efficacy appeared to be a positive predictor. In the presence of reward, performance goal orientation showed as a negative predictor of comprehension, whereas self-efficacy was a positive predictor. This result suggest that presence of reward especially interferes learning process of performance goal orientation in CAL learning situation. It could be interpreted that reward interferes the learning process of performance goal orientation by debilitating intrinsic motivation.

• Journal of The Korean Association of Information Education
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• v.10 no.1
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• pp.83-90
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• 2006

Ability to find some information is the basic ability in information making activity. Even though students have been instructed how to search information, however, they don't reach a certain level. For improving ability to make information, it needs to be connected to Korean and Social education. Therefore, this paper analyzes the contents of related-subjects to internal and external curriculum of computer education, and develops the program to improve ability to make information, selecting learning point for improving ability to make information.

• Journal of Korean Elementary Science Education
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• v.37 no.3
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• pp.254-266
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• 2018

The aim of this study is to analyze STEAM lessons focused on the learner's learning. This study was conducted on 4th-graders in Y city, Kyung-gi province. The lessons were based on a joint teaching plan for students through the teacher learning community (TLC) with three teachers from the same school. Each of the three classes that conducted the class was selected and analyzed as the main center of observation by three students. The conclusions from this study are as follows: First, we identified that different levels of learners are learning in STEAM lessons through a learner-centered class analysis. Some students arrived on their own by taking the initiative in class, others by consulting with a group of friends, and others needed active teacher guidance to learn. Second, Depending on the level and characteristics of the students, some learning criteria were not reached. Some students need guidance at a glance level, and others need individually instructed or guided activities. Teachers need to keep an eye out for students and give them an appropriate level of guidance during class. In STEAM lessons, it appears that students of different levels and characteristics can immerse themselves in their own way, as well as the clear guidance of activity for their students.

• English Language & Literature Teaching
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• v.12 no.4
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• pp.185-210
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• 2006

This study has two purposes. First, it aims to suggest an appropriate approach to English writing education for Korean high school students in a cooperative learning situation. It also aims to suggest what type of learner grouping, either homogeneous or heterogeneous, is appropriate by comparing the learners' writing abilities and the changes of their affective factors after being exposed to cooperative EFL writing instruction. Two homogeneous classes were selected and instructed to write in English for 11 weeks. One was composed of homogeneous small groups based on the students' writing scores, and the other was composed of heterogeneous small groups, again based on the students' writing scores. The results showed that the improvement between the two class types was quite different across different proficiency levels. For example, although there is little difference between the homogeneous and the heterogeneous classes of low and intermediate-level learners in writing ability improvement, high-level students showed a significant difference between the classes. In addition, it was found that class participation correlated significantly to writing ability improvement. Cooperative learning was proved to be an effective writing instructional approach to encourage learners' interest and increase their self-confidence; however, the results did not show any significant differences in learners' affective domain between the homogeneous and the heterogeneous classes. Similarly, the learners' grouping preference was not affected by the grouping method.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.4
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• pp.757-765
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• 2013

The purpose of this study is to examine the effects of peer tutoring on students' achievement and learning satisfaction in a liberal computer class at university level. Traditional teaching method was applied for the control group consisting 55 students for 8 weeks. The experimental group containing 44 students was instructed using both traditional teaching method and peer tutoring. According to the results of diagnosed test, the experimental group was divided into heterogeneous ability group of 3 or 4. The tutor training was provided a week in advance of the class and the students played a role of a tutor and tutee by taking turns. The results showed no significant differences between the two groups on academic achievement; however, in terms of students' learning satisfaction, it displayed a wider range of results. The learning satisfaction data from the experimental group showed a much higher level than that of the control group. It is predicted that the amount of class hours of a week, the quality of the lecture and the application of peer tutoring affect the students' academic achievement. It is suggested that subsequent research on peer tutoring will allow for more in-depth study in this field.

• Journal of The Korean Association For Science Education
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• v.24 no.5
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• pp.805-813
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• 2004

Our educational system clearly places much greater value on left hemisphere learning. Students who process information in other ways are at a serious disadvantage and may not be learning efficiently. Since mind mapping emphasizing visual and spatial language, it helps students to use the whole brain and promotes more effective comprehension. The purpose of this research was to determine the effects of the instruction using mind map on the science achievement of students. A pretest-posttest control group design was employed. Subjects were 153 male and female, first grade students in a middle school. A control group of 83 was instructed with a traditional teaching method, and an experimental group of 70 was instructed by using a mind mapping strategy. Two groups were treated for 50 hours during 17 weeks. Tolerance's 'Style Of Learning And Thinking(SOLAT)' was used to assess students' lateralization preferences. A 30-item multiple choice posttest was used to assess students' achievement. To analyze the data, we used an analysis of covariance(ANCOVA) and i-tests. It was found that 21.6% of students was left brain dominant, 31.4%, right brain dominant and 47.1 % was integrated style. There was no gender difference in hemispheric dominance. Significant differences existed between the test scores when they were taught by using a mind map. Mind mapping turned out to be a valuable learning technique for the right brain students, helping them to achieve the same level of subject mastery as left brain students. There was a significant difference between males and females in relation to mind map application. Female scored significantly higher than males.