• Journal of Gifted/Talented Education
• /
• v.21 no.4
• /
• pp.961-977
• /
• 2011

The purpose of this study was to investigate the relationship between learning motivation and task commitment and find sub factors of learning motivation that affect task commitment. For this study 30 science gifted student (4th and 5th grade in elementary school) participated. The survey instruments used for this study were Academic Motivation Scale and Task Commitment Scale. The statistical methods employed for data analysis were the correlation analysis and multiple regression analysis. The result of this study were as follows: First, the learning motivation and task commitment of science gifted students showed similar levels. But there was differences of strength each sub factors of learning motivation and task commitment. Second, there was a significant positive correlation between learning motivation and task commitment. Also, learning motivation has the explanatory power of predictive variable for the task commitment approximately 49.3%. Expecially learning motivation has significant positive correlation with responsibility and self-control that sub factors of task commitment. Among the sub factor of learning motivation, confidence has most correlations with sub factors of task commitment and significant impact on task commitment. This result indicate that we need to develop learning motivation to improve task commitment and especially develop learning motivation program to grow up confidence of science-gifted.

• Journal of information and communication convergence engineering
• /
• v.18 no.4
• /
• pp.239-244
• /
• 2020

This study analyzed the influencing factors of learning engagement and teaching presence in online programming practice classes. The subjects of this study were students enrolled in an industrial specialized high school, who practiced creating Arduino circuits and programming using a web-based virtual practice tool called Tinkercad. This research adopted a tool that can measure task value, learning flow, learning engagement, and teaching presence. Based on this analysis, learning flow had a mediating effect between task value and online learning engagement, as well as between task value and teaching presence. Increasing learning engagement in online classes requires sensitizing the learners about task value, using hands-on platforms available online, and expanding interaction with instructors to increase learning flow of students. Furthermore, using virtual hands-on tools in online programming classes is relevant in increasing learning engagement. Future research tasks include: confirming the effectiveness of online learning engagement and teaching presence through pre- and post-tests, and conducting research on various practical subjects.

• Science of Emotion and Sensibility
• /
• v.17 no.1
• /
• pp.3-12
• /
• 2014

Quick and accurate learning of diverse electronic products has become an important daily task. In particular, software occupies core status in the control and operation of the products. This research tested the effects of learning method, schedule, and task difficulty in the learning of software. Using 2 (learning method: experiential vs. verbal) ${\times}$ 2 (learning schedule: spaced vs. massed) ${\times}$ 2 (difficulty: easy vs. difficult) between-subjects design, Experiment 1 tested participants' learning of file control using Windows Movie Maker. There was no effect of learning schedule on task completion time, but participants in experiential learning were faster in the completion of evaluation task compared with those in verbal learning condition. Importantly, as task difficulty increases participants in verbal condition showed markedly lower performance than those in experiential condition, which suggests that experiential learning is more effective with more difficult learning task. That is, in case of learning simple operation of software verbal learning using linguistic manual or instruction could be sufficient; on the other hand in case of learning complex operation learning from experience or tutorial mode would be more effective. Additional studies which manipulated task difficulty (Expt. 2) and inter-trial learning interval (Expt. 3) did not produce meaningful results.

• Journal of The Korean Association of Information Education
• /
• v.15 no.3
• /
• pp.449-458
• /
• 2011

The purpose of this study is to investigate the effects of task value and perceived usefulness on learning outcomes. This study also examined the mediating effects of teaching presence in their relationships. As a result, task value and perceived usefulness significantly predicted learning outcomes (learning flow and learning persistence). In addition, teaching presence mediated between task value, perceived usefulness and learning outcome. This findings imply that task value, perceived usefulness, and teaching presence should be valued to enhance learning outcomes in Cyber university.

• Journal of Engineering Education Research
• /
• v.16 no.1
• /
• pp.35-44
• /
• 2013

The purpose of this study is to develop an examination system for an e-learning quality manager's certificate which is composed of subjects, criteria, method of examination. The task model of e-learning quality manager was modify and task/knowledge/skill matrix was developed to design the examination system through conferences of DACUM committee and an advisory committee. And a survey was carry out to analyze validity of contents of the examination system. The major findings were as the follow: First, occupational specification, job specification, task specification and task/knowledge/skill matrix were developed. Second, examination subjects were developed based on task/knowledge/skill matrix, which were "Basis of e-Learning and plan of service", "Expulsion and management of e-learning infrastructure", "Development of e-learning contents", "Operation and evaluation of e-learning service". Third, the criteria and methods of examination for an e-learning quality manager's certificate were developed, which is composed of test type, the sum of test items, test time and acceptable standards.

• Journal of The Korean Association For Science Education
• /
• v.33 no.4
• /
• pp.863-879
• /
• 2013

The purpose of this study was to analyze task commitment types of science learning in high school students' biology classification. Thirty students were selected as the representatives of five task commitment types according to task commitment type inventory scores. They participated in think-aloud biology classification task. To analyze the procedural characteristics of task commitment, a coding scheme and think-aloud task were developed. Characteristics of respective task commitment types were identified from the result of the think-aloud protocol coding analysis. They are TGC(task goal commitment) type, LGC(low goal commitment) type, CC(conditional commitment) type, SC(suspended commitment) type, and DC(delayed commitment) type. Findings gained from this study are expected to serve as the foundation of task commitment enhancement strategies and as the information on the characteristics of each task commitment type. Also, future studies are required to investigate the commitment-related properties not only in biology classification but also in other science learning situations.

• The Journal of Korea Robotics Society
• /
• v.16 no.1
• /
• pp.56-63
• /
• 2021

As the use of robots in service area increases, research has been conducted to replace human tasks in daily life with robots. Among them, this study focuses on the tidy-up task on a desk using a robot arm. The order in which tidy-up motions are carried out has a great impact on the success rate of the task. Therefore, in this study, a neural network-based method for determining the priority of the tidy-up motions from the input image is proposed. Reinforcement learning, which shows good performance in the sequential decision-making process, is used to train such a task planner. The training process is conducted in a virtual tidy-up environment that is configured the same as the actual tidy-up environment. To transfer the learning results in the virtual environment to the actual environment, the input image is preprocessed into a segmented image. In addition, the use of a neural network that excludes unnecessary tidy-up motions from the priority during the tidy-up operation increases the success rate of the task planner. Experiments were conducted in the real world to verify the proposed task planning method.

• Annual Conference on Human and Language Technology
• /
• 2018.10a
• /
• pp.305-309
• /
• 2018

딥러닝에서 층을 공유하여 작업에 따라 변하지 않는 정보를 사용하는 multi-task learning이 다양한 자연어 처리 문제에 훌륭하게 사용되었다. 그렇지만 우리가 아는 한 공유 공간의 상태와 성능과의 관계를 조사한 연구는 없었다. 본 연구에서는 공유 공간과 task 의존 공간의 자질의 수와 오염 정도가 성능에 미치는 영향도 조사하여 공유 공간과 성능 관계에 대해서 탐구한다. 이 결과는 multi-task를 진행하는 실험에서 공유 공간의 역할과 성능의 관계를 밝혀서 시스템의 성능 향상에 도움이 될 것이다.

• The Journal of Korean Physical Therapy
• /
• v.24 no.6
• /
• pp.405-408
• /
• 2012

Purpose: We examined the effect of dual-task and single-task training on serial reaction time (SRT) task performance to determine whether SRT is based more on motor or perception in a dual-task. Methods: Forty healthy adults were divided into two groups: the dual-task group (mean age, $21.8{\pm}1.6$ years) and the single-task group (mean age, $21.7{\pm}1.6$ years). SRT task was conducted total 480 trial. The four figures were presented randomly 16 times. A unit was set as 1 block that would repeat 10 times. Thus, there were a total of 160 trials for each of the three color conditions. The dual-task group performed an SRT task while detecting the color of a specific shape. The end of the task, subjects answered the specific shape number; the single-task group only performed the SRT task. The study consisted of three parts: pre-measurement, task performance, and post-measurement. Results: Differences of pre and post reaction time between two group was higher for the dual-task group as compared to the single task group and there was a significant interaction between time and group (p<0.05). Conclusion: Our results indicate that. short term period SRT is not quiet effective under dual-task conditions, individuals need additional cognitive processes to successfully navigate a task This suggests that dual-task training might not be appropriate for motor learning enhancement, at least when the training is over a short period.

• Korean Journal of Childcare and Education
• /
• v.15 no.5
• /
• pp.113-138
• /
• 2019

Objective: This study aimed to determine the effect of a teacher professional learning environment at workplace day care centers on the professionalism of beginning teachers and also to verify the mediating effects of the beginning teachers'work task motivation on that relationship. Methods: The participants were 129 new teachers currently employed at workplace day care centers. The Current Status for Professional Competence was used to measure the teachers' professionalism. The Professional Learning Environment Inventory assesses the professional learning environment of day care centers. To measure the work task motivation, the Work Tasks Motivation Scale for Teachers was used. Results: Firstly, positive relationships were identified between a professional learning environment and their intrinsic motivation and identified motivation. However, there were also negative relationships between the professional learning environment and their introjected motivation and amotivation. Secondly, this study partially verified the mediating effects of the beginning teachers'work task motivation on the relationship between the professional learning environment and teachers' professionalism. Conclusion/Implications: The relationship between the professional learning environment and the professionalism of beginning teachers was mediated by the teachers'own intrinsic motivations, identified motivations, and amotivation.