• Journal of Korea Game Society
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• v.13 no.1
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• pp.61-74
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• 2013

In this paper we proposed a gamification methodology for Korean language education. We suggested gamification elements that increased the fun factor and induced immersion by analyzing the successful gamification cases which can be classified into three types; management, Implementation, and self-expression. Then, we analyzed Korean learning theory and methods to extract four key aspects, listening, speaking, vocabulary and culture from eight Korean learning function. Finally, by using Korean Wave contents, we proposed a Korean learning gamification methodology based on the gamification elements and the extracted four key aspects.

• International journal of advanced smart convergence
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• v.12 no.4
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• pp.268-276
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• 2023

The representative branch of ICT education is Arduino. However, there are various problems when teaching using Arduino. Arduino requires a complex understanding of hardware and software, and this can be perceived as a difficult course, especially for beginners who are not familiar with programming or electronics. Additionally, the process of connecting the pins of the Arduino board and components must be accurate, and even small mistakes can lead to project failure, which can reduce the learner's concentration and interest in learning Arduino. Existing Arduino learning content consists of text and images in 2D format, which has limitations in increasing student understanding and immersion. Therefore, in this paper analyzes the necessary conditions for sprouting 'growing kidney beans' in the first semester of the fourth grade of elementary school, and builds an automated experimental environment using Arduino. Augmented reality of the pin connection process was designed and produced to solve the difficulties when building an automation system using Arduino. After 3D modeling Arduino and components using 3D Max, animation was set, and augmented reality (AR) content was produced using Unity to provide learners with more intuitive and immersive learning content when learning Arduino. Augmented reality (AR)-based Arduino learning content production is expected to increase educational effects by improving the understanding and immersion of classes in ICT education using Arduino and inducing fun and interest in physical computing coding education.

• Journal of Digital Convergence
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• v.13 no.9
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• pp.243-250
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• 2015

Mobile learning content implementing is IT tourism convergence study that IT convergence IT and tourism. Learning to increase the effectiveness of mobile learning content for each learning module, It proposed u-smart tourist information 2.0 systems. Mobile learning content, implementation is u-smart tourist information 2.0 can use the system. Convergence/integration of design patterns and XML is so interesting to students. This is the maximum benefit which is taught classes for each learning module divided into learning the Design Pattern NCS. As a result, the learner. In particular, attendance has come out better the effect of learning and improved. Another advantage is tourism, information content information quality mobile learning content for and construct a tourist information content that you can do in real time. Also, mobile learning content, implementation in the next NCS expected to use a lot of help in learning. This study is the result of increased learning the analysis of the lessons learned. Implement mobile learning content gives fun and interesting to the learner to ten design process using the u-Smart Tourist Information class 2.0.

• Journal of Korea Game Society
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• v.14 no.5
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• pp.7-14
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• 2014

Since educational and fun elements coexist in an educational game, it is important to come up with standards that can elicit fun with the game as well as educational standards. Many of the existing developed educational games have received low marks in the characteristics of entertainment and game design. Thus, how to make up for their entertainment characteristics is important. This paper analyzes gaming elements of puzzle games that were released for smart phones and gained massive popularity from their users and will apply them to educational games. Such games that have gained popularity and won a commercial success include Anipang, Anipang 2, Candy Crush Saga, Farm Heroes Saga and Pokopang. This study will analyze gaming elements of these games. By analyzing the educational games, it is applied to the game elements of casual games. In addition, we have proposed a element that can enhance the immersive. Game design elements that can improve entertainment characteristics include game rules, stages and missions. Elements that can increase immersion include items, background maps and new learning environments. This paper has significance in that it analyzes entertainment characteristics, which mean the fun of games through those that have been a commercial success and applies them to educational games.

• Korean Journal of Heritage: History & Science
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• v.48 no.3
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• pp.120-137
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• 2015

This study aims to understand the ways in which experience programmes affect visitors' attitude at cultural heritage sites. Through a literature review, this study constructed measurement scales that specifically measure experience at the cultural heritage sites. Afterwards, this study measured visitors' experience, satisfaction, and attitude at cultural heritage sites. This study found that visitors experience fun, authenticity, leaning, and a sense of escaping/togetherness through the experience programmes. Second, authenticity, fun and learning influence their satisfaction in terms of their visit, whereas a sense of escaping/togetherness does not link to their satisfaction. Third, visitors' satisfaction is the key determinant in changing their attitude. Fun is the key determinant that directly influence visitors' attitude change, whereas authenticity is the key determinant that indirectly influence visitors' attitude change.

• Journal of The Korean Association of Information Education
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• v.24 no.6
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• pp.519-528
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• 2020

Due to COVID-19, most schools are conducting online learning. In this study, a total of 12 block-type educational programming tool classes were conducted in the form of online learning for 6th grade elementary school students, and then quantitatively and qualitatively analyzed students' perceptions of their learning experience on entry learning. As a result of the analysis, it was found that the learner easily recognized the use of the entry program and the difficulty of learning contents, and the learning satisfaction was high. When students face difficulties, it was found that they received the most help from the hint function provided by the site itself, and they were found to be less aware of the necessity of teachers when learning entry. As a result of the qualitative analysis, it was found that the learner felt a lot of novelty and fun through easy and simple operation. On the other hand, it was found that the learning contents and hints were not understood, which made them difficult and felt that the hint contents were insufficient. It was found that students felt a sense of accomplishment by creating and manipulating programs as they wish.

• Journal of The Korean Association of Information Education
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• v.26 no.5
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• pp.327-340
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• 2022

This study applied effective playful learning to increase the learning motivation of non-CS major students to help them achieve learning and to successfully operate online SW liberal arts classes for 560 students. As a result of analyzing the students' reflection journals, most of the students accepted the 'white radish' of dialect names as fun playful learning in the process of learning local variables and global variables. And they were surprised and amazed at discovering unexpected contents in our SW class. It was found that they experienced delight in learning, learning-flow, confidence, and intrinsic motivation. In the final term exam at the end of the semester, it was confirmed that the correct rate of 92% for questions related to local and global variables was higher than the average rate of other questions' correctness of 67.1%.

• Journal of Korea Game Society
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• v.18 no.4
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• pp.75-82
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• 2018

With the development of information and communication technology, various methods have been tried to provide learners with a fun educational environment through fun and interest. It is a good example to utilize technologies such as games and robots in education for edutainment and game-based learning. In this study, we propose an intelligent rhythm education system using user data collection and analysis for humanoid robot rhythm generation. To do this, the user selects music and inputs rhythm information according to the selected music. The robot utilization data of this user extracts patterns through collection and analysis. Patterns are based on frequency, and FFT similarity comparison method is applied when past data is insufficient. The proposed method is validated through experiments of kindergarten children.

• Journal of Korean Physical Therapy Science
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• v.5 no.3
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• pp.625-631
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• 1998

The Halliwick method was developed by Mr. James McMillan, a Canadian engineer of fluid mechanics. In 1949 he started to teach physically handicapped girls to swim at the "Halliwick school for crippled Girls" in London. The Halliwick method has four important basic units, as is shown in Fig 1. This constribution only deals with the structures or the practical part of the method. This part is also known as the 10-point programme. Before the characteristics of the 10 points are dealt with seperately, a few general remarks about these ponits have to be discussed. Of all things happening in the water, fun is the most important one. Swimming is fun! Swimming is taught in an order McMillan describes as: mental Adjustment(M.A), balance restoratiion(B.R.), inhibition(Inh.), and facilitation(Fac.). The 10 points of structure are linked to each other as well as to the learning process as is shown in Fig 3. The Halliwick method, which was devised by James McMillan, has proved to be a very successful way of establishing the basic principles as they have described in this article.

• Journal of Korea Game Society
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• v.21 no.3
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• pp.3-12
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• 2021

This study is a design study to develop the reading application for English learning courses with fun elements of Gamification incorporating user's immersion. The system is focusing on the story progression of Aesop's fable "Rabbit and Tortoise", which is consisted of chapters in digital technology. We intended to apply the four elements of fun factors by grafting Gamification into the game engine system. The purpose and significance of the study is to present the guideline through evaluation of usability from prototypes by surveying the educator group.