• Journal of The Korean Association of Information Education
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• v.16 no.1
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• pp.51-60
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• 2012

The purpose of this study was to investigate how task value, twitter self-efficacy, and social presence affect learning satisfaction on twitter discussion. In addition, this study examined the mediating effects of social presence. Participants were 46 undergraduate students in A university in Seoul, Korea. They responded the following surveys: task value, twitter self-efficacy, social presence, and learning satisfaction. Baron & Kenny (1986)'s mediation analysis approach with correlation and multiple regression analyses were applied to this study. Findings showed the significant effects of task value, twitter self-efficacy, and social presence on satisfaction on twitter discussion. In addition, social presence mediated task value, twitter self-efficacy, and satisfaction. These results suggest that the twitter discussion should be designed to accommodate different learners characteristics such as task value and twitter self-efficacy and promote greater social presence between learners.

• The Journal of Korean Academic Society of Nursing Education
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• v.30 no.2
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• pp.113-123
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• 2024

Purpose: This study aimed to examine the mediating effect of learning immersion in clinical simulations on the relationship between nursing student learning motivation and achievement in clinical simulation. Methods: This study was conducted using a cross-sectional survey with 184 nursing students from two universities who participated in clinical simulation between September and December 2022. The participants completed a self-administered questionnaire, and the collected data were analyzed using independent an independent t-test, Mann-Whitney U-test, one-way ANOVA, Pearson's correlation coefficient, and multiple regression analysis to identify the mediating effects of learning immersion on the relationship between nursing student learning motivation and achievement. Results: Among the subvariables of nursing student learning motivation, task value and self-efficacy for learning and performance had a significant effect on learning immersion (respectively, β=.36, p=.001; β=.31, p<.001) and learning achievement (respectively, β=.48, p<.001; β=.38, p<.001). With the input of learning motivation variables, the direct effect of learning immersion on learning achievement was significant (β=.20, p=.003), and the effects of learning motivation and task value and self-efficacy on learning achievement was reduced after controlling for learning immersion, which is a mediating variable (respectively, β=.41, p<.001; β=.32, p<.001). The bootstrapping test to confirm the mediating effect of learning immersion was also significant (task value 95% confidence interval [95% CI], 0.02~0.20; self-efficacy 95% CI, 0.01~0.12). Conclusion: The results of this study suggest that simulation educators should consider learners' motivation and immersion when organizing and operating clinical simulations.

• The Journal of Korean Association of Computer Education
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• v.12 no.6
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• pp.1-9
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• 2009

Programming learning may help to enhance learners' complex problem solving abilities. However, it may cause excessive cognitive loads for learners. Therefore, selection of programming tools and design of teaching and learning strategies to minimize the learners' cognitive loads and to maximize the learning effects. A task centered Scratch programming learning program was developed to enhance problem solving abilities of middle school students. And then, we implemented the developed program in middle school programming classes and analysed the educational effects of the developed program. We found that the developed program was helpful in enhancing learners' problem solving abilities, especially in the element of 'troubleshooting', which explains ability of error detecting and correcting.

• Annual Conference on Human and Language Technology
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• 2017.10a
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• pp.103-107
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• 2017

한국어 형태소 분석 및 구구조 구문 분석은 한국어 자연어처리에서 난이도가 높은 작업들로서 최근에는 해당 문제들을 출력열 생성 문제로 바꾸어 sequence-to-sequence 모델을 이용한 end-to-end 방식의 접근법들이 연구되었다. 한국어 형태소 분석 및 구구조 구문 분석을 출력열 생성 문제로 바꿀 시 해당 출력 결과는 하나의 열로서 합쳐질 수가 있다. 본 논문에서는 sequence-to-sequence 모델을 이용하여 한국어 형태소 분석 및 구구조 구문 분석을 동시에 처리하는 모델을 제안한다. 실험 결과 한국어 형태소 분석과 구구조 구문 분석을 동시에 처리할 시 형태소 분석이 구구조 구문 분석에 영향을 주는 것을 확인 하였으며, 구구조 구문 분석 또한 형태소 분석에 영향을 주어 서로 영향을 줄 수 있음을 확인하였다.

• 한국어정보학회:학술대회논문집
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• 2017.10a
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• pp.103-107
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• 2017

한국어 형태소 분석 및 구구조 구문 분석은 한국어 자연어처리에서 난이도가 높은 작업들로서 최근에는 해당 문제들을 출력열 생성 문제로 바꾸어 sequence-to-sequence 모델을 이용한 end-to-end 방식의 접근법들이 연구되었다. 한국어 형태소 분석 및 구구조 구문 분석을 출력열 생성 문제로 바꿀 시 해당 출력 결과는 하나의 열로서 합쳐질 수가 있다. 본 논문에서는 sequence-to-sequence 모델을 이용하여 한국어 형태소 분석 및 구구조 구문 분석을 동시에 처리하는 모델을 제안한다. 실험 결과 한국어 형태소 분석과 구구조 구문 분석을 동시에 처리할 시 형태소 분석이 구구조 구문 분석에 영향을 주는 것을 확인 하였으며, 구구조 구문 분석 또한 형태소 분석에 영향을 주어 서로 영향을 줄 수 있음을 확인하였다.

• Journal of Information Science Theory and Practice
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• v.8 no.4
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• pp.55-66
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• 2020

The purpose of this study is to examine the relationship between collaborative information seeking and users' learning style preferences and their experience of information systems. The study investigates the role of four different factors including learning style, task complexity, and user experience in collaborative information seeking in digital environments. Sixty participants (30 pairs) were randomly chosen from volunteer graduate students of Kharazmi University (Iran). Participants completed Kolb's learning style questionnaire and a user experience questionnaire and then performed two information seeking tasks (one simple and one difficult) in a lab setting. They could exchange information with their partners or a librarian using Skype. The sessions were recorded using Camtasia. The results showed that with an increase in task difficulty, collaborative information seeking activities increased and more interactions with partners and the librarian occurred. The number of executive help-seeking requests was higher than the number of instrumental help-seeking requests. This research confirms that learning style is related to the way users interact with the digital library and help seeking. The research showed that in difficult tasks, the differences among users with different learning styles become more evident, and that generally interactions increase in more difficult tasks. Among the learning styles, the accommodating style had the highest number of relationships with collaborative information seeking variables. Most of the statistically significant relationships between users' prior computer experience and collaborative information seeking variables were related to the time variable.

• Therapeutic Science for Rehabilitation
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• v.7 no.1
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• pp.51-62
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• 2018

Objective : This study was to verify the effects of occupation-based training with errorless learning and spaced retrieval on task learning and satisfaction of elderly with mild vascular dementia. Methods : The subjects of this study were 3 geriatric individuals with mild vascular dementia, ABA' + follow-up design was used. Intervention period was provided occupation-based training with errorless learning and spaced retrieval. The dependent variable was converted to ability of task performance every session and satisfaction before and after intervention. Result analysis was suggested through visual analysis and bar graph. Results : After the occupation-based training with errorless learning and spaced retrieval, Ability of task performance and satisfaction improved for all subjects. Conclusions : From this study, occupation-based training with errorless learning and spaced retrieval training was found to be an effective mediation for improving independence of task and satisfaction for people with mild dementia. This study could provide evidence for clinical application for occupation-based training.

• Journal of Korean Elementary Science Education
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• v.34 no.1
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• pp.86-94
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• 2015

This study is to investigate how do elementary students' eye movements appear in cognitive process that they perceive science learning materials depending on motivation system of science learning. For this study we had a random sampling of 301, 6th grade students. And we had selected 32 students through the three tests for the final; motivation system test of science learning, a learning styles test, an Edinburgh inventory for handedness test. We were analysis the cognitive process during learning tasks for the selected student using eye-tracking equipment. The results of the research are as follows: First, when students see a science learning material, we found out that SL-BAS group that has tendency searched various areas than SL-BIS group in learning task. Second, results confirmed through the data of integrational count that students looked alternately texts, images and graphs in the learning material, SL-BIS group were more than SL-BAS group on integrated count, but they had a simple and insignificant eye movement. Especially SL-BAS students showed that integrated eye movement between texts, images and graphs in the learning material, and they explored important areas of the graph compared with SL-BIS group that there was no eye movement in graph. These results may be utilized as a useful resource for designing students' learning.

• International Journal of Advanced Culture Technology
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• v.8 no.2
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• pp.101-108
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• 2020

One difficulty in language learning is the training of reading ability. The improvement on this ability directly affects the process and effect of language learning. At the same time, there are numerous difficulties in actual learning and teaching. Depending on current research, there is two ideas that can utilize to enhance the reading efficiency of learners. One is to amend objective factors; the other is to change subjective factors. Compared with the two ideas, idiosyncratic factors are more manipulable and controllable, so it is more valuable to conduct researches on this. But among the many subjective factors, the degree of their effectiveness is not the same, so this article attempts to compare and analyze the driving effects of two important subjective factors (peer-driven and task-driven) on reading performance. The results show that both factors can have a positive impact on reading comprehension, but different in driving effects. The task-driven has obvious short-term effectiveness; while peer-driven needs to establish its long-term effect on the basis of early coordination and cooperation among team members. Therefore, in order to maximize the achievement of learning, it is necessary to combine strengths and avoid weaknesses according to the characteristics of two factors, so as to help learners improve reading ability most efficiently.

• The Journal of the Acoustical Society of Korea
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• v.40 no.5
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• pp.515-522
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• 2021

It is hard to prepare sufficient training data for speech emotion recognition due to the difficulty of emotion labeling. In this paper, we apply transfer learning with large-scale training data for speech recognition on a transformer-based model to improve the performance of speech emotion recognition. In addition, we propose a method to utilize context information without decoding by multi-task learning with speech recognition. According to the speech emotion recognition experiments using the IEMOCAP dataset, our model achieves a weighted accuracy of 70.6 % and an unweighted accuracy of 71.6 %, which shows that the proposed method is effective in improving the performance of speech emotion recognition.