• The Journal of Korean Association of Computer Education
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• v.10 no.1
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• pp.21-30
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• 2007

It is necessary to design a careful teaching-learning plan for motivating learners as well as helping them to maintain the learning process so that the advantages and effects of e-Learning system are fully exploited. In order to solve the problems in motivation and maintaining learning, we reviewed the Flow Theory and its relevant previous research materials, analyzed the technological and environmental characteristics of e-Learning, and developed the teaching-learning strategies to promote flow experiences fit for the characteristics of e-Learning. Additionally, to verify the effectiveness of these strategies, we have implemented an e-Learning system based on the strategies and applied it in the actual teaching-learning field. As a result, it has been proved that the teaching-leaning strategies developed for flow experiences in this study were helpful in improving learners' flow level and, consequently, contributed to the enhancement of their academic achievements.

• Journal of the Korean Applied Science and Technology
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• v.40 no.1
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• pp.113-122
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• 2023

This study attempted to investigate the effects of experience of non-contact lectures on learning flow against college students majoring in cosmetology and provide basic data to beauty education industry in the with-COVID-19 era. For this, a self-administered questionnaire survey was performed against 300 college students majoring in cosmetology from June 7 to 21, 2022. A total of 286 copies were collected and used for final analysis. The collected data were analyzed by frequency analysis, factor analysis, exploratory factor analysis, descriptive statistics, correlation analysis and multiple regression analysis, using SPSS 21.0, and the results found the followings: According to analysis of non-contact lecture experience factors, two course satisfaction factors were obtained. In learning flow, learning pleasure and learning flow were found. Specifically, class activities had a positive influence on 'learning pleasure (𝛽=.279, p<.007)' and 'learning flow (𝛽=.221, p<.031)' with statistical significance (p<.05). In addition, course satisfaction revealed a positive effect on 'learning flow (𝛽=.223, p<.041)' with statistical significance (p<.05). The above results confirm that experience of non-contact lectures affects learning flow. Therefore, it is anticipated that there would be more efforts to seek an efficient non-contact learning plan in this new era.

• Management & Information Systems Review
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• v.34 no.5
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• pp.127-148
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• 2015

The results indicate that direction of online reviews have a significant effect on both information reliability and product attitude. In addition, consumers' shopping experience also shows a moderating effect between the direction of online reviews and the dependent variables. Furthermore, product type also shows a moderating effect on the information reliability, yet not on the product attitude. In clarify the relationship between the satisfaction and success of smart-learning smart learning and learner analyzes the main factors that affect the learning flow results, The smart learning variety of properties, personalization, complexity affects the learning flow variety, personalization, ubiquity affects the interaction, It was analyzed by a useful impact on the learner interactivity and immersive learning outcomes. This gives the implications of the smart learning attributes are important in order to maximize the learning experience for smart learning.

• Educational Technology International
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• v.19 no.1
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• pp.35-60
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• 2018

The purpose of this study was to analyze the types of lesson and its effectiveness with digital textbook. To address those goals, we had observed five classes of the primary school, which designated as a research pilot school for digital textbook. Based on the result of observation, 3 types of lesson with digital textbook were categorized: Teacher-directed lecture (type 1), Blended learning (type 2), and Flipped learning (type 3). Depending on the type of lesson was analyzed the positive and negative effectiveness by means of matrix analysis method. As a result, in Teacher-directed lecture (type 1), there was found out the participation of the lesson in atmosphere of stable and comfortable as positive experience, also digital textbook operating immature and boring as negative experience. In Blended learning (type 2), there was found out the fun by sharing the product and peer feedback, and flow by learning transfer as positive experience, also digital textbook operating immature and understanding the difference between assignments as negative experience. In Flipped learning (type 3), there was shown the positive attitude and ownership in the lesson as positive experience, also distracting and boring in the lesson when learner was excluded in participation as negative experience. Based on the results, we suggested some strategies for improving positive experience and protecting negative experience in the lesson with using digital textbook.

• Journal of The Korean Association of Information Education
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• v.21 no.1
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• pp.41-55
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• 2017

The physical computing education, as the emerging field, is a form of education that helps learners to develop the attitude of scientific inquiry by developing meaningful and creative output through the integration of hardware and software elements. Based on the literature, the authors of the study used science experience, school support and learning flow as the variables that predict the outcome variable which is the attitude of scientific inquiry. The authors collected data from 64 fourth and sixth graders who studied physical computing at an institution for the gifted and talented in Korea and then analyzed them using descriptive statistics, correlation, multiple regression and simple mediation analysis methods. As a result, science experience and learning flow significantly predicted the attitude of scientific inquiry. In addition, learning flow mediated the relationship between science experience and the attitude of scientific inquiry, and the relationship between school support and the attitude of scientific inquiry. Based on these results, the authors propose that to promote the attitude of scientific inquiry in physical computing education, strategies must be implemented for improving science experience, school support and learning flow in instructional design.

• The Journal of the Convergence on Culture Technology
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• v.9 no.1
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• pp.119-128
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• 2023

This study was conducted to present an alternative instructional model through natural experience activities by developing a natural experience activity program that can learn and feel how to recognize and act on nature based on flow learning. In order to achieve the purpose of the study, a nature experience program, which consists of four stages of meeting nature, exploring nature, playing with nature and sharing emotions, was developed based on the main procedures of each stage of the ADDlE instructional design model. Through the research process, activities and precautions for each stage of the nature experience activity program were presented, and major educational implications were discussed based on the developed program. The nature experience program developed through the study can provide teachers with a basic direction for nature experience activities along with changing their perception of how to do nature experience activities, and infants are expected to become learners who freely feel, experience nature and make up their own knowledge through the nature experience program.

• International Journal of Contents
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• v.13 no.4
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• pp.16-22
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• 2017

The purpose of this study was to investigate the daily life experiences of medical students and to explore gender differences in these experiences using the Experience Sampling Method (ESM) as the method. The instrument, the Experience Sampling Form (ESF), consisted of questions on the external and internal experiences of the respondents. Data were collected from 2,035 ESFs by 91 students (male=52, female=39) at three medical schools for one week. The data was analyzed using the statistical tests of the t-test and ${\chi}^2$ test. Activity places were significantly different by gender (${\chi}^2=16.576$, p=.001). Males spent more time in learning places such as schools, libraries, etc., whereas females spent their time in personal places, including their homes, dormitories, etc. Males undertook more learning activities than did females, and females undertook more social/leisure activities and basic life activities than did male students (${\chi}^2=18.753$, p=.001). They were in a learning place and performing learning activities. There were significant perceptual differences between males and females about their flow levels, competency levels, and difficulty levels, based on the activity type. These results can help us to understand the daily lives of medical students and can be useful in developing counseling programs and educational activities for students.

• Journal of Information Technology Applications and Management
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• v.21 no.3
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• pp.53-64
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• 2014

It is important to keep learners' feeling positive during learning to enhance learning performance. According to flow theory,challenge-skill balance is a precondition for flow experience: Learners feel anxiety when the challenge of learning is higher than their ability, feel boredom when the challenge of learning is lower than learners' ability, and engage in flow status when the challenge of learning matches the learners' ability. However, the current empirical study reveals that emotions related to enjoyment may appear when the learners' skill is equal to or higher than the learning challenge. Nevertheless, boredom emotion may appear when learners perceive the courses are difficult but unimportant. These empirical survey results revealed the necessary of rethinking the appearance of boredom and enjoyment emotions in computer education.

• Journal of Korean Library and Information Science Society
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• v.46 no.3
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• pp.119-140
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• 2015

The domestic and foreign standards of school libraries suggest that school library should be run to give useful and pleasant experiences to students. This study applies Csikszentmihalyi's 'flow theory' to analyze the relationships between students' flow experience and their satisfaction about school libraries use. The variables selected in this study are students' satisfaction, flow experience, library skill, challenge of library use, types of library use and students' learning styles. The research model is designed by using these 6 variables in this study. The data are collected from 293 students and analyzed by structural equation modeling. The results of this study are as follows: The entire casual relationships show that library skills influence in types of library use, types of library use affect students' learning styles and students' learning styles influence in satisfaction through flow. To improve students' satisfaction about school library use, this study proposes effective ways related to teacher librarians' role performances to expand students' flow experience and increase their library skills.

• Educational Technology International
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• v.22 no.2
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• pp.227-253
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• 2021

Perceived game realism (PGR) has recently emerged as a key concept in explaining the mental processing of digital game playing and the societal impact of digital games. However, few studies have examined its conceptualization and educational effects from an empirical viewpoint, especially in educational games. This study's participants included 292 university students in South Korea. A total of 212 questionnaires were valid and used for the analyses. They learned English expressions using a computer-based educational game and then completed questionnaires on the research variables. We investigated six factors of PGR: simulational realism (SIR), freedom of choice (FRC), perceptual pervasiveness (PEP), social realism (SOR), authenticity (AUT), and character involvement (CAI). We expected the factors to have valid effects on the university students' flow and learning satisfaction after a game-based learning (GBL) experience. Our research results demonstrated a causal relationship between SIR, FRC, CAI, and learning satisfaction. Furthermore, the indirect effects of SIR and CAI on learning satisfaction through flow were statistically significant.