• Journal of Korean language education
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• v.29 no.4
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• pp.65-92
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• 2018

This study explored how a particular social media can be used to supplement elementary-level Korean language course in the US public university. The researchers administered a survey measuring students' patterns and habits of social media use. Based on the survey results, researchers designed six different types of learning materials and uploaded them regularly to Instagram throughout the semester. At the end of the semester, a survey was conducted to find out students' satisfactory level. From the 44 students' responses, the study found out that using Instagram 1) is more accessible to students than any other learning management system, 2) is fun and students are willing to participate, 3) increased the target language exposure and authentic language use, 4) increased interaction between teachers, students and even other native speakers, and 5) is helpful to improve listening and other language skills. The study closes with the suggestion for further experimental studies.

• Journal of Information Technology Applications and Management
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• v.29 no.1
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• pp.29-45
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• 2022

The Fourth Industrial Revolution era requires people to have the ability of integrated thinking, critics, sensitivity, and creativity in an integrated manner. Therefore, teaching methods are expected to become more suitable for the trend. In this belief, current teacher-leading education method should move to students' self motivating one and consist of programs in which students voluntarily involve. In this reason, this study suggests FPBL educational method model that is combines project-based learning with flipped learning by analysing preceding research and digital painting tool class was designed by applying it. As a result of applying the designed class model to the class, all of the class satisfaction, effectiveness, and interaction were evaluated positively. Problems such as limitations of project classes due to non-face-to-face classes, large amount of learning before class, and reduced concentration during class were found. Therefore, when the FPBL class model is conducted non-face-to-face, it will be necessary to further strengthen the role of the instructor, provide lecture videos summarizing the core contents, and improve concentration by providing active participation and fun using various digital tools. The result of the study looks significant by confirming the possibility of applying FPBL model not only in design education but also other educational settings.

• 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.

• Korean Journal of Clinical Pharmacy
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• v.23 no.4
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• pp.291-299
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• 2013

Purpose: Problem-based learning (PBL) has been adopted to foster active and self-directed learning and enhance critical thinking and problem-solving skills in many health-care academic disciplines in Korea. Interest in PBL has rapidly grown with a 6 year pharmacy degree program in Korea. The objective of this study was to evaluate feasibility of PBL, student satisfaction and academic performance with a self-assessment survey questionnaire. Method: Sixty students participated in the PBL for pharmacotherapy course. Average scores from student self-assessment on participation, satisfaction, and academic performance were $3.85{\pm}0.55$, $2.94{\pm}1.04$, $3.09{\pm}0.91$ out of 5 point lickert scale (1-do not agree at all, 5-agree completely), respectively. Results & Conclusion: The level of participation was positively correlated with improvement of communication skill in academic performance (correlation coefficient 0.27, p=0.037). In the quality analysis of the cases provided for PBL, students who participated more in the PBL greatly agreed the cases given were appropriate to learn fundamental knowledge for each disease state. The students disagreed that PBL was fun. The students stated that PBL was good to experience self-directed learning and clinical context beforehand but too time-consuming to devote and too demanding to commit. Lack of facilitator and insight on active learning should be rectified for successful launch of PBL in Korean pharmacy education.

• The Journal of Korean Association of Computer Education
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• v.14 no.5
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• pp.39-46
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• 2011

Serious games are designed for special purposes of education, training, treatment as well as game-like fun and entertainment. Recently, domestic and foreign market of serious game are growing rapidly. By dissemination of smartphone, the global market for serious game will be expanded for various purposes and users. In this paper, we design and implement serious game 'QUICK REMEMBER 20' for memory improvement using smartphone. We analyze game users based on socio-demographic characteristics and evaluate the learning effectiveness of this game with statistic method.

• International Journal of Advanced Culture Technology
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• v.10 no.2
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• pp.98-105
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• 2022

This study's purpose is to suggest a pedagogical method based on using animated movie in liberal arts English classes and to examine the direction that using animated movie as learning material should take. To this end, in this study, the content understanding and expression concentration stages using animated movie are presented. After students learned in class through animated movie, two tests were conducted to investigate the change in learners' acquisition of English expressions. As a result, subjects' learning of English expressions showed a significant improvement over time. An open-ended questionnaire was also conducted to ascertain learners' satisfaction level and their perceptions of classes using animated movie, with learners' satisfaction found to be high overall (77.1%). Students identified the reasons for their high satisfaction rate as the following: "fun and a touching story", "beneficial composition of textbooks", "efficient teaching methods", "sympathetic topics", and "appropriate difficulty". When using video media in class, instructors should maximize and leverage the advantages of video media, which are rich both in context and in their linguistic aspects.

• Journal of Korea Society of Digital Industry and Information Management
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• v.20 no.1
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• pp.59-74
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• 2024

In order to improve safety consciousness due to the increase in disasters and safety accidents, safety education is necessary to prepare for disasters with interest in safety. This study is a board game design for disaster safety education for elementary school students based on Keller's learning motivation theory. By considering the school safety curriculum and the safety education contents of the School Safety Mutual Aid Association and the Ministry of Public Administration and Security, the content and goals of learning were derived and the order of learning was determined. When designing game content, the fun elements of the game were applied to Keller's learning motivation inducing factors such as attention concentration (A), relevance (R), confidence (C), satisfaction (S), and educational game design elements to induce the achievement of learning goals at the game planning stage. It is expected that the existing safety education focusing on lecture-style and audiovisual will be supplemented and used in the educational field.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.2
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• pp.193-213
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• 2016

This study has two goals. The First is to develop and apply a step-by-step program and the degree to which students' mathematical skills. The second is to analyze mathematical attitude change around the first grade students was done. The program for learning complement number is composed of series of 5 steps and 11 classes. Play for learning complement number, taking into account the difficulty of the learning steps 1-5 are organized. First step is composed of the classes which fragmented pieces of shapes to complete the entire geometry with fun activities for the entire part of the concept of learning and it maintenance concepts and can naturally learn by associating step. In second step, tools to take advantage of the real world and collecting the conservative concept. 3rd steps is to repair the mathematical concept of the parish in the learning stage of expansion. 4th step is halrigalri, number cards, making ten games etc. 5th step is to verify the concept of complement number and number operation ability. The concept of complement number through fun activities can improve students' mathematical skills, and mathematical attitude change. Early in the program, students use the finger to throw acid in the process. Simple addition and subtraction calculations may take a long time and error, but more and more we progress through the program using the fingers is eliminated and a more complex form calculations was not difficult to act out.

• Journal of Information Technology Services
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• v.22 no.4
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• pp.141-157
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• 2023

The present work aimed to present the development of 'Funt', the augmented reality-based digital app as an educational tool for foreign language learning. Our work further evaluated the learning efficacy of the tool by the assessment of the three dependent measures including learning motivation, learning satisfaction, and learning involvement. With a learning app of 'Funt', students can use AR app to access recognition-based or location-based experiences such that any objects, artifacts, or media appear to be in the app. Students are then able to interact with the digital content by manipulating it to learn more about it. Students's engagement should also increase when they create their own experience in AR to demonstrate their understanding of a particular concept or words. Learning effects were evaluated on survey data collected from a hundred respondents aging six to nine years. One-group design for pre-test and post-test was utilized to examine the differences of learning efficacy by comparing the non-'Funt' group and the Funt group scores. A pairwise t-Test was performed for pairwise comparisons between two learning groups. The results indicate that the 'Funt' group scored significantly higher than the non-'Funt' group in the measures of learning motivation, learning satisfaction, and learning involvement. Overall, our results suggest that 'Funt' attracted the students' attention, provided them with a fun context to learn English vocabulary, and develop positive motivation and satisfaction towards vocabulary learning through AR technology.

• Journal of Digital Contents Society
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• v.1 no.1
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• pp.1-11
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• 2000

A variety of educational digital contents are provided for both distance and on-line learning on the Internet recently. Especially, as edutainment fields are activated, fun-centered educational contents are improved so much. But it is still lack of high quality, which could lead a learner to study by himself without losing enjoyment for an appropriate duration (about $1{\sim}2$ years). A system, which enforces learning motivation for a learners positive learning, is demanded. This paper shows the planning and the implementation of learning Reward System (LRS) which is providing rewards a learner for achievement of the teaming object which is suggested by him (her) and his (her) mentors. LRS is aiming at enhancement of educational effects by providing both amusements and rewards employing edutainment contents.