• Journal of Korean Home Economics Education Association
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• v.5 no.1
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• pp.143-152
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• 1993

The purposes of this study were to compare the learning effects of CAI and traditional instruction method in the Home Economics class of middle school and to examine the difference of learning effect between CAI group and traditional instruction group according to ability level. The research findings are as follows: 1.$\circled1$As a result of the post test, CAI group showed significantly higher scores on academic achievement than those of traditional instruction group(p<.05). $\circled2$As a result of the retention test, CAI group showed higher scores than those of traditional instruction group, but statistically the difference is not so significant. 2. $\circled1$Higher group in pre-test score of CAI group showed higher scores in post-test and retention test than those of traditional instruction group, but statistically the difference is not so significant. $\circled2$Lower group in pretest score of CAI group showed significantly higher academic achievements than those of traditional instruction group(p<.05). $\circled3$Higher group in IQ test score of CAI group did not show significantly higher academic achievements than those of traditional instruction group. $\circled4$Lower group in IQ test score of CAI group showed significantly higher academic achievements than those of traditional instruction group(p<.05)

• The Journal of Korean Association of Computer Education
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• v.9 no.2
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• pp.79-88
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• 2006

This study investigated the effects of computer-assisted instruction adapting to the level of students' conceptual understanding upon students' conceptual understanding, retention of conceptions, learning motivation, and perception about computer-assisted instruction in concept learning. 94 seventh grade students from a coed middle school in Seoul were randomly assigned to control, CAI, adaptive CAI groups, and were taught about 'motion of molecules' for 7 class periods. Two-way ANCOVA results revealed that the scores of a conception test and a learning motivation test for the adaptive CAI group were significantly higher than those for the control group. The scores of a retention test of conceptions for the adaptive CAI group were significantly higher than those for other two groups. There were no significant interactions between the instruction and the level of previous achievement in the scores of the conception test, the learning motivation test, and the retention test of conceptions. The perception about computer-assisted instruction for the students of the adaptive CAI group were more positive than those for the students of the CAI group.

• Tunnel and Underground Space
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• v.22 no.4
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• pp.284-295
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• 2012

Abrasiveness of rock plays an important role on the wear of rock cutting tools. In this study, Cerchar abrasiveness tests were carried out to assess the abrasiveness of 19 different Korean rocks. Cerchar abrasiveness test is widely used to assess the abrasiveness of rock because of its simplicity and inexpensive cost. This study examines the relationship between Cerchar Abrasiveness Index (CAI) and mechanical properties (uniaxial compressive strength, Brazilian tensile strength, Young's modulus, Poisson's ratio, porosity, shore hardness of rock), and the effect of quartz content, equivalent quartz content, which was obtained from XRD analysis. As a result of test, CAI was more influenced by petrographical properties than by the bonding strength of the matrix material of rock. CAI prediction model which consisted of UCS and EQC was proposed. CAI decreased linearly with the hardness of the steel pin. Numerical analysis was performed using Autodyn-3D for simulating the Cerchar abrasiveness test. In the simulations, most of pin wear occurred during the initial scratching distance, and CAI increased with the increase of normal loading.

• The Journal of Korean Association of Computer Education
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• v.4 no.1
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• pp.65-76
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• 2001

The purposes of this study are to test the learning effects of CAI in relation to the learner's locus of control and to test the interactive effects between learner's locus of control and types of learning control. In order to achieve the above purpose, a test was administered to investigate learner's locus of control to 160 First grades of J middle school located in Yosu. On the basis of the test results, the subjects who belonged to the extreme of both pole were divided into the internal and external control groups. Both groups were randomly assigned to teacher-control and learner-control types in CAI. After class, post-test on learning achievement was administered and ANOVA was employed to analyze the data. The research findings are as follows. First, as a result of learning through CAI, the learning scores of internals were shown higher than that of the external group. Second, learner-control group showed higher learning scores than teacher-control group. Third, there was not found a significant interactive effect between learner's locus of control and types of learning control of CAI.

• The Journal of Korean Association of Computer Education
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• v.7 no.5
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• pp.1-8
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• 2004

This study investigated the effect of visual learning preference levels in computer assisted instruction (CAI) using static graphics and animations on students' conceptual understandings, application abilities and learning motivations. Fifty-nine seventh graders were selected from a middle school in seoul, and they were taught about the motion of molecule for 4 class hours. Two-way ANCOVA results revealed that the scores of the conception test of the animations group, regardless of student's visual learning preference levels, were significantly higher than those of the static graphics group. However, there were no differences between the two groups in the scores of application test and learning motivation test.

• Journal of the Korean Chemical Society
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• v.51 no.2
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• pp.193-200
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• 2007

This study investigated the effects of situational context feedback in CAI upon students' conceptual understanding, science learning motivation, and the perception of CAI. Seventh graders (N = 114) from a coed middle school in Incheon were assigned to the situational context feedback CAI (SCF-CAI), the feedback CAI (F-CAI) and the CAI groups, and were taught about ‘three states of matter' and ‘motion of molecules' for 8 class hours. Prior science achievement test score used as a blocking variable. Two-way ANCOVA results revealed that the conceptual understanding test scores of the SCF-CAI group were significantly higher than those of the other groups. For the higher achievers, the scores of the F-CAI group in science learning motivation test were significantly higher than those of the CAI group. However, there was no significant difference among the lower achievers of three groups. The higher achievers in the SCFCAI and the F-CAI groups perceived the CAI more positively than those of the CAI group. The lower achievers in the FCAI group perceived the CAI more negatively than those of the other groups. Educational implications are discussed.

• Journal of Korean Home Economics Education Association
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• v.5 no.1
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• pp.45-59
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• 1993

The aims of this study are to develop CAI programs for bodice and sleeve pattern drafting for the 3rd grade students in a middle school and to compare the students’achievement degree in using traditional teaching method with that in using CAI programs. On the basis of results above the direction and possibility of using computers in education home economics is another aim. For this study, after the programs are developed, which is on the model of middle school text book, one hundred girl students of 2nd grade of middle school in Songpa Gu, Seoul, who have never given Bodice and Sleep Pattern Drafting lesson are chosen. The students are divided into two groups: one is called comparison group, which is taught by traditional method, the other, experimental group, which is taught by CAI programs. To evalute the learning achivement degree, evaluation test, effectiveness of learning and interest degree test and time test are given. Questionaire investigation about CAI program is given to experimental group. The results of this study are as follows: 1. CAI programs on pattern drafting are developed and can be used in the class. 2. In the tests of achievement degree, of effectiveness, and of interest the experimental group gets higher scores than the comparison group. 3. In the time test about how many students can draft the pattern in a given time, in every step more students in experimental group finished drafting than the comparison group. 4. The students showed interest in CAI programs and played an active part in the using computers. Therefore, using CAI programs in the class of pattern drafting saved the teachers lots of difficulties and enables individual learning improving the effectiveness of learning. I hope the studies of CAI will be established in other field as well as Home Economics, especially clothing part, and computers will be used lively

• Korean Journal of Health Education and Promotion
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• v.21 no.1
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• pp.259-283
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• 2004

This is an quasi experimental study using nonequivalent pre-test post-test control design for the development of the CAI program and an analysis of its effects, for nursing college students to learn emergency patient triage. This program was developed from November, 2000 to middle of September, 2001 with the aid of curriculum design experts. The subjects of this study were 86 randomly sampled freshmen students of C nursing college in Ulsan. They were divided into 45 for the test group and 41 for the control group. The CAI program for the learning of the emergency patient triage has been developed on the basis of Merrill's Component display theory and Keller's ARCS theory and through the curriculum design process of Hannafin ＆ Peck. It has also been done with the use of Tool book 8.0, the multimedia righting tool. The experiment to verify the effect of the CAI program has been carried on from September, 20 to October, 8 2001. There were six hypotheses to accomplish the purpose of the study, and the analysis of the data was done with the use of SPSS/win program. As a result of this study, the author concluded that this CAI program is an effective mediation method to promote the learning accomplishment and learning motive for nursing college students. Therefore in the field of emergency nursing education, it would be possible to use this program as means for widening the possibility of self-learning and to promote individual learning of nursing college students.

• Geomechanics and Engineering
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• v.17 no.6
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• pp.527-534
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• 2019

There have been developed a number of methods to assess the abrasivity of rock materials with the increased use of mechanized rock excavation. These methods range from determination of abrasive and hard mineral content using petrographic thin section analysis to weight loss or development of wear flat on a specified cutting tool. The Cerchar abrasivity index (CAI) test has been widely accepted for the assessment of rock abrasiveness. This test has been considered to provide a reliable indication of rock abrasiveness for isotropic rocks. However, a great amount of rocks in nature are anisotropic. Hence, viability assessment of Cerchar abrasivity test for the anisotropic rocks is investigated in this research. The relationship between CAI value and quartz content for the isotropic rocks is well known in literature. However, a correlation between EQ, F-Schimazek value, Rock Abrasivity Index (RAI) and CAI of anisotropic rocks such as phyllite was done first time in literature with this research. The results obtained with this research show F-Schimazek values and RAI values should be considered when determination of the abrasivity of anisotropic rocks instead of just using Cerchar scratch test.

• Journal of The Korean Association For Science Education
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• v.6 no.2
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• pp.9-13
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• 1986

This study was designed to investigate students' preferences of instructional modes in CAI which have concrete of formal operational level instructions. Thirty five students of the high school in America were assessed using Longeot test and were given CAI material on the Apple II e computer. The results of this study showed that students who were only capable of functioning at the concrete level of operations frequently preferred to attempt formal operational level instructions for which they were not capable of success. Further, formal operational students frequently preferred concrete operational instructions. There was also no significant difference in the selection of formal operational level of instructions between concrete and formal operational students. There was also no significant correlation between the number of selected formal operational level instructions and the Longeot test score. These results suggested the student's preference to a cognitive developmental level of instruction in CAI was independent of his or her cognitive developmental level.