• Journal of the Korean Geographical Society
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• v.48 no.6
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• pp.994-1008
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• 2013

In this paper, we describe two exploratory examples in the use of Augmented Reality (AR) for geographical visualization regarding refinement of visual content in geography textbooks and learning motivation of geography students. Currently, teaching and learning materials with AR technology and their utilization in the geography classroom have become a new topic in geographical research themes, and this trend has increased. Adequate development and utilization of geographical materials is an important starting point for smart education research in geography. This paper describes the system and software, and the implication of marker AR applications for teaching and learning geography in the classroom. For the AR applications to be utilized in geography education, two marker based AR examples, virtual globe and visualization of topographical features, are presented and their utilization aspects are discussed. Finally, from the discussion stated in this paper, it can be inferred that AR is useful for exploring geographical materials, and marker based AR will contribute to progress in spatial science and geographical education research.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2017.05a
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• pp.662-665
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• 2017

Recently, the rapid development and development of the industrial environment has changed the talent that companies need. As the educational paradigm changes, the university education should complement the problems of the lecture education method (the existing knowledge transfer method) in order to cultivate the talents needed for the corporation. In order to improve self - directed and creative problem - solving ability, new teaching and learning methods are needed. In this study, we apply flip learning in the algorithm class which is an essential curriculum of computer engineering. This group is divided into groups that are combined with theoretical and practical lessons, and groups that have applied theoretical lessons by applying flip learning, and groups that employ traditional lecture techniques. To improve learner's learning motivation and academic achievement, we propose a flip learning teaching method suitable for the algorithm subject and apply it directly to the class. Based on the results, we compare and analyze the academic achievement and learning satisfaction of learners.

• Journal of Engineering Education Research
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• v.15 no.2
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• pp.20-29
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• 2012

The purpose of this study was to explore the academic achievements, learning attitudes, and career compromising processes for successful undergraduate students in the College of Engineering. To achieve this goal, research was conducted to analyze whether there was a strong major-career connection among Engineering students of Seoul National University. Afterwards, differences in levels of academic achievement, learning attitude, and academic aspiration were analyzed between students who had achieved a major-career match and students who had not. As a result, it was found that the level of major-career connection was highly correlated to the level of academic achievement; furthermore, learning attitudes were strongly related to the level of motivation towards a high academic achievement, and influenced future learning attitudes as well. These findings suggest that further academic support, career guidance, and major switching policies are needed for undergraduate students in Colleges of Engineering.

• Communications of Mathematical Education
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• v.23 no.4
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• pp.1043-1058
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• 2009

This study concerns with the effects of group projects performed by the students in college math classes. The study result shows that 61% of the students get more self-confidence and interest in mathematics through working projects. In addition, the result reveals that one of the essential factors for successful college mathematics class is to provide a strong motivation for learning to students. For effective teaching through group projects, this paper suggests that 1) the number of students in the class be 20 or less, 2) the projects group be consisted of two members, 3) the instructor should select proper problems to students' level from extra-textbooks, 4) the problems should be interesting, positive and challenging, 5) each group should take only one problem, 6) the groups be provided with enough references and materials, 7) each student in the group be cared to feel importance and necessity of mathematics and cooperative work, 8) the students should work with math joyfully, 9) the instructor remind the students that we live with mathematics in real life, 10) 2-month be a necessary and appropriate term in working projects.

• International Journal of Computer Science & Network Security
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• v.21 no.7
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• pp.63-69
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• 2021

Flipped learning is necessary for modern education but quite difficult to implement. In pedagogical science, the question remains to what extent the practical work of the teacher in combination with the technologies of flipped learning will improve the quality of higher education. The aim of this article is to study the effectiveness and feasibility of using flipped learning technologies, assessing their perception by students (advantages and problems), identified an algorithm for introducing flipped learning technology in higher education institutions. Research methods. The main method is an experiment. An evaluation of the effectiveness of the study was conducted using a questionnaire and observation method. Statistical methods were used to evaluate the results of the experiment. The research hypothesis is that flipped learning allows the teacher to spend more time on an individual approach, to understand the real needs of students, and provide effective feedback, thereby improving the quality of learning and motivation of students, especially while studying complex material. The results of the study are to prove the effectiveness of the technology of flipped education in the study of complex disciplines, courses, topics. The use of flipped learning strategies improves the self-regulation of the educational process, group work skills, improves students' ability to learn, overcome difficulties. The technology of flipped learning in the presence of modern technical means and constant work on improving the level of digital literacy is an effective means for students to master complex topics and problematic issues that require additional consideration and discussion. The perspective of further research is the consideration of integrated approaches to the application of flipped learning technologies to the principles of STEAM-education, multilingual and multicultural programs, etc. It is also worth continuing to develop a set of methods aimed at enhancing the student's learning activities, the formation of group work skills, direct participation in creating the foundations of higher education.

• Journal of Digital Convergence
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• v.17 no.11
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• pp.467-474
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• 2019

Key areas of digital contents, the games and animation industries are increasingly expanding. Therefore, training of a specialized workforce is required in accordance with these enterprises' growing demand. Education in the field of games and animation lies in cultivating talents with creative thinking, collaboration, and problem-solving skills. Thus, this paper aims to propose a PBSL teaching model for creative convergent talent through game and animation projects. The study will focus on the characteristics of creative convergence talents, project teaching, and related job competencies for game and animation education. Based on literature research, a 'Project Based Self Learning' instructional model is presented, in which creative thinking and collaboration competencies are explained in a way they can be performed by the learner. As a case study, D University's class was applied with PBSL. A survey showed that the autonomy aspects were higher than the creativity and convergence attitudes, indicating that the students improved their autonomy and motivation. However, the team composition needs further supplementation.

• Journal of the Korea Convergence Society
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• v.13 no.5
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• pp.155-164
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• 2022

Considerable interest has been directed toward utilizing virtual environment-based simulations for teacher education which provide authentic experience of classroom environment and repetitive training. Emotional Interaction should be considered for more advanced simulation learning performance. Since emotion is important factors in creative thinking, inspiration, concentration, and learning motivation, identifying learners' emotional interactions and applying these results to teaching simulation is essential activities. In this context, this study aims to identify the objective data for the empathetic response through the movement of the learner's EEG (Electroencephalogram) and eye-tracking, and to provide clues for designing emotional teaching simulation. The results of this study indicated that intended empathetic response was provided and in terms of valence (positive and negative) states and situational interest played an important role in determining areas of interest. The results of this study are expected to provide guidelines for the design of emotional interactions in simulations for teacher education as follow; (a) the development of avatars capable of expressing sophisticated emotions and (b) the development of scenarios suitable for situations that cause emotional reactions.

• Communications of Mathematical Education
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• v.36 no.3
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• pp.397-415
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• 2022

The purpose of this study is to analyze the discourse structure of teachers that can help students participate in class by using mathematical metaphors that can arouse students' interest and motivation. In order to achieve this goal, we observed a semester class of a career teacher who practiced pedagogy that connects students' experiences with mathematical concepts to motivate students to learn and promote participation. Among the metaphors that the study target teachers used in a variety of mathematical concepts and problem-solving processes during the semester, we extracted the two class examples that can help develop teaching methods using metaphors. Representatively selected two classes are one class example using metaphors and, the other class example using metaphors and expanding and applying problems. As a result of analysis, the structure of teacher discourse that uses metaphors and expands and applies problems by linking students' experiences with mathematical content was found to help solve a given problem and elaborate mathematical concepts. As a result of the analysis, the discourse structure of teachers using mathematical metaphors based on communication with students could provide implications for the development of teaching methods for the recovery of mathematics education.

• Human Ecology Research
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• v.62 no.3
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• pp.517-530
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• 2024

This study aims to develop and validate a home economics education program focused on the consumer life area to enhance artificial intelligence (AI) literacy. To achieve this objective, a 10-session AI-consumer life integration education program was developed by analyzing literature on AI Literacy, AI curriculum, consumer education, and the home economics curriculum for the middle school consumer life area. The program's validity was assessed by nine teachers using a four-point Likert scale. The average scores for each item and the content validity index (CVI) were calculated. Based on expert feedback, the program was revised and improved accordingly. The expert validity assessment of the lesson plans, teaching materials and learning resources resulted in an average score of 3.78 for all items and an average CVI of 0.96. For the overall program, the expert validity assessment yielded an average score of 3.72 for all items and an average CVI of 0.97. Since the content validity index for all questions was above 0.78, the program demonstrated high validity across achievement standards integration, learning objectives, content and teaching methods, motivation, and volume areas. This confirms its effectiveness as an educational program for enhancing AI literacy. This study is significant in terms of defining and identifying the components of AI literacy, developing an AI-integrated program encompassing the entire consumer life area and confirming the suitability of the home economics curriculum for enhancing digital consumer competencies and promoting sustainable consumption. Additionally, it highlights the potential to integrate AI into the home economics and consumer life area.

• Journal of Internet Computing and Services
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• v.11 no.4
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• pp.159-173
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• 2010

It is difficult for us to teach the introduction course of programming to beginners just starting their college life. What is particularly hard to do is to provide them with learning motivation so that the freshmen can be easily and rapidly adapted to programming work and to enhance their will to learn. In this paper, we suggest a method to apply LEGO Mindstorms robot to the introduction course of programming in purpose to allow programming beginners to be motivated and have higher will to learn so that they can receive programming education easily and joyfully. This paper attempts to find reasonable methods for improvement which can help programming beginners to be motivated and encouraged to learn in the course of C programming education and can facilitate learning effects as well, and conducts education using LEGO Mindstorms robot as a way to solve problems like students' low interest or will to learn. According to the result of providing the freshmen with the introduction course of C programming to which the suggested method was applied, it was found that their academic achievement in programming education enhanced through their increased motivation and will to learn programming. This result shows that students' interest, motivation, and will to learn the subject are statistically significant improvement through the course that employs LEGO Mindstorms robot.