• The Journal of Korean Association of Computer Education
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• v.10 no.5
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• pp.43-51
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• 2007

We have developed a peer agent to support programming learning and analyzed its educational effects in a programming course. The agent acts as a tutor or a tutee. The role of a tutor/tutee is like the role of a navigator/driver in pair programming. While students are learning with the peer agent, the students' programming abilities are modeled. Based on the student's model, the peer agent provides appropriate feedbacks and contents to the learner. The peer agent gives positive effects on learners' achievement and self-efficacy in a programming course. It means that the peer agent system helps the learner in an affective domain as well as a cognitive domain.

• Journal of Korea Society of Digital Industry and Information Management
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• v.18 no.1
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• pp.79-91
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• 2022

In this study, the effects of self-efficacy, perceived usefulness, perceived ease of use, and depression on college students' academic persistence in the COVID-19 epidemic and the resulting non-face-to-face education situation were identified as mediating effects on learning satisfaction. In the second semester of 2020, a survey was conducted on students enrolled in a four-year university in Daegu and the data were statistically analyzed. The path coefficient was estimated by the Smart PLS bootstrap method and the significance of the path coefficient was verified. The Sobel Test was conducted to verify the mediating effect of academic continuity intention as a parameter. The research results can be summarized as follows. First, it was found that self-efficacy and perceived usefulness had a significant influence in the relationship with learning satisfaction. Second, the relationship between learning satisfaction and academic continuity intention was found to have a significant influence. Third, depression and ease of use did not show any significant influence in the relationship between learning satisfaction. Finally, a Sobel Test was conducted to verify the mediating effect of academic continuity intention with self-efficacy, usefulness, ease of use, and depression as independent variables and learning satisfaction as parameters. As a result of both regression analyses, it was found that β values decreased, and learning satisfaction had a mediating effect. As a result of this study, it is suggested that research to increase learner satisfaction and develop various contents to increase the effectiveness of education that can increase self-efficacy and perceived usefulness should be conducted in parallel. I think this study can be used as basic data in establishing measures to continue studying for college students in natural disaster situations or psychological crisis situations called COVID-19.

• The Journal of the Korea Contents Association
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• v.21 no.1
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• pp.292-310
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• 2021

The influence of COVID 19 has a direct impact on the education field. In the situation where non-face-to-face classes are inevitably required, interest in the learning satisfaction and intention to use real-time video conferencing is increasing. This study analyzed the effects of learner-teacher interaction, social presence, availability, self-efficacy and academic engagement as video conferencing characteristics and learner's characteristics on perceived usefulness, perceived ease of use, learning satisfaction and intention to use video conferencing. The results of this study showed that learner-teacher interaction, availability, and self-efficacy had a positive effect on perceived ease of use, and all variables except availability had a positive effect on perceived usefulness. Also, perceived usefulness and ease of use were factors that increased learning satisfaction and video conferencing use intention, and learning satisfaction was identified as variables that increased video conferencing use intention. This study has significance in that it provided various theoretical and practical implications for real-time video conferencing which will be used in many educational fields in the future through empirical analysis.

• Journal of Engineering Education Research
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• v.26 no.4
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• pp.11-21
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• 2023

In engineering education, stimulating students' questions and encouraging learning participation are crucial for achieving higher-order thinking abilities. This study aims to investigate the use and effect of an online communication channel in fostering engineering students' questioning abilities. Consequently, in this research, we gauged students' satisfaction with an engineering class that implemented a communication channel, and scrutinized the changes in their perceptions regarding the significance of questions, their engagement in learning, and their academic self-efficacy. In addition, we interviewed the students who participated in the class. The outcomes are as follows: Firstly, student satisfaction improved compared to the previous semester's class where the communication channel was not utilized. Secondly, learners' understanding of the importance of asking questions positively escalated, alongside their actual frequency of posing questions. Thirdly, there was an improvement in learners' active engagement in their studies and their academic self-confidence. The findings of this research suggest that communication channels should be employed to motivate learners to pose questions and involve students in effective learning.

• Journal of the Korean Society of Marine Environment & Safety
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• v.24 no.7
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• pp.889-897
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• 2018

Since students of the College of Maritime Sciences will become professionals contributing to the development of the Korean shipping industry after graduation, they are required to successfully complete school life including theoretical and practical curriculum with health promotion behavior. The purpose of this study was to investigate the factors influencing health promotion behavior by students of the College of Maritime Science in order to collect basic data through a survey for the development of health promotion programs. Health promotion behavior by students of the College of Maritime Sciences was less frequent than by other college students, and the levels of health promotion behavior sub-domains were lower in order of interpersonal relations, spiritual growth, stress management, nutrition, physical activity, and health responsibility. The most influential factors for health promotion behavior were learner participation, health promotion self-efficacy, self-esteem, and social support. It is necessary to develop a differentiated health promotion program considering the characteristics of students and to apply it systematically from the time of admission to improve health promotion behavior by students of the College of Maritime Sciences.

• Journal of Digital Convergence
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• v.20 no.5
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• pp.897-908
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• 2022

The purpose of this study is to prove the hypothesis that the learning transfer climate, such as individual learning self-efficacy and corporate innovative knowledge transfer, will play a mediating role in the relationship between design competency strengthening education and individual performance considering the designer's characteristics. This is meaningful in expanding the meaning of design education and training by quantitatively analyzing the learning transfer climate that affects learning self-efficacy and organizational culture according to the characteristics of designers, unlike existing studies that simply investigate the satisfaction of education. Specifically, this study set up seven hypotheses, and as a result, it was found that design capacity building education for designers, learning self-efficacy, and learning transfer climate of companies had a significant effect on individual performance.

• The Journal of Korean Association of Computer Education
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• v.5 no.4
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• pp.19-29
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• 2002

This study focuses on applying the peer tutoring as an alternative instructional method in computer education. The purpose of this study is two folds: first, to examine the effect of peer tutoring on academic achievement; and second, to investigate the effect of peer tutoring on self-efficacy on learning about computer. To achieve the purpose, an experimental research was performed with 130 10th graders. The results showed no significant differences between the two groups on academic achievement, and among four groups of peer tutoring. However, there are significant differences on learners' self-efficacy.

• Educational Technology International
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• v.13 no.1
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• pp.145-173
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• 2012

The purpose of this study is to develop collaboration scripts as an instructional means to facilitate argumentation in computer-supported collaborative learning, and to analyze their effects. To develop collaboration scripts for argumentation, researchers used activity theory as a conceptual framework and refined the design principles by design-based research. Using LAMS, collaboration scripts for argumentation were developed based on the ArgueGraph. To examine their effects, 72 participants were divided into two groups by internal scripts and randomly allocated to one of three external scripts. Applying mixed methods, researchers analyzed argumentation competence related to the cognitive aspect, examined self-efficacy related to the motivational aspect, and identified the factors influencing collaborative learning processes and outcomes. Researchers found that the internal script is a critical factor to determine the dimensions, degrees, and duration of improvement in argumentation competence. That is, learners with higher internal scripts improved highly in the quality of single arguments, while learners with lower internal scripts improved continuously in the quality of argumentation sequences. The effects of the external scripts varied with the internal script levels and supporting periods. Besides, collaboration scripts for argumentation had positive effects on learners' self-efficacy, and learners with higher internal scripts had better self-efficacy. The factors influencing collaborative learning processes and outcomes showed different results depending on the learning context. Therefore, when scripting learner's interaction in CSCL, researchers should design the scripts adaptable to a natural context of activities.

• 한국HCI학회:학술대회논문집
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• 2008.02b
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• pp.71-77
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• 2008

This study conducted to tried to find a way of on-line assessment of learner's interest and comprehension during interactive learning process. The result of experiment confirmed hat learners' behavior patterns acquired from log data could be good predictors of learner's level of interest and comprehension in actual performance on KORI program. To predict learning outcome depending on the behaviors of individual learners, self-efficacy and mastery goal orientation were measured as individual differences. Then, participants were asked to use TA program KORI program at home for ten days and their response patterns were recorded through network. After using KORI, the levels of interest and comprehension were measured. As the result of multiple regression analysis, each learner's interest and comprehension were predicted depending on the combination of log data captured on real-time. This prediction process was done differently depending on learners' characteristics. Since equations which predict learners' interest and comprehension are different depending on learners' characteristics, differential interfaces should be provided depending upon changes in their level of interest and comprehension.

• Journal of Korean Elementary Science Education
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• v.25 no.2
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• pp.167-178
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• 2006

The purpose of this study was to explore characteristics of sixth grade students' opistemological beliefs in science and the relationship to learner's characteristics: learning motivation, learning strategies, and logical thinking. The subjects were 265 sixth graders and data was collected through two types of questionnaires, translated and modified by researchers: opistemological beliefs regarding science, learning motivation & strategies. The results of this study were as follows. The students believed that the goals of science were related to activations such as 'Science is experiment', or 'Science is invention: These beliefs were connected with the emphasis of science classes or the focus of the science curriculum. However, the students' beliefs related to the changeability of science knowledge, the source of science knowledge, and the role of experiments in developing knowledge were oriented to modern opistemological views. Moreover, the beliefs were meaningfully related to students' characteristics: learning motivation, learning strategies, and logical thinking. Among the students' characteristics, logical thinking was especially related to all of the factors of students' beliefs: the changeability of science knowledge, the source of science knowledge, and the role of experiments in developing knowledge. However, the students who believed that scientific knowledge came from scientists, science teachers, or science textbooks had high levels of self-efficacy. Therefore, the belief that scientific knowledge is formed by self-discovery, in order to generate high self-efficacy, needs to be encouraged. From the results, it is possible to check the orientation of current science education based on the students' opistemological beliefs. In addition, the resources can be accumulated for persevering in our efforts to achieve a positive orientation for science education.