• Title/Summary/Keyword: Learner Motivation

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Path analysis for academic self-efficacy, the motivation and learning attitude on the learning through game making activity (게임 제작을 통한 학습에서 학업적 자기효능감, 학습동기 및 학습태도에 대한 경로분석)

  • Park, Hyung-Sung
    • Journal of The Korean Association of Information Education
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    • v.16 no.1
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    • pp.33-40
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    • 2012
  • The purpose of this study is to find the relationship of academic self-efficacy, motivation, computer learning attitudes on the learning through game making activity. Through this study, it was confirmed structural relationship of the variables for learner's participant and academic goal achievement in learning with digital games. The structural equating model in this study, also indicates that academic self-efficacy, which was consisting of assignment level, self-efficacy, confidence affects meaningfully on motivation and computer learning attitudes. It is important factor that Learner's attitudes for the task and regulate of learning process in learning with digital games, which was focused on learning by doing.

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The effects of e-learning characteristics on e-learner's scholastic performance (이러닝 특성이 학습자의 학업성과에 미치는 영향에 관한 연구)

  • Lee, Heon-Chul;Goo, Bon-Hee
    • Journal of the Korea Society of Computer and Information
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    • v.14 no.5
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    • pp.201-209
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    • 2009
  • RThe main object of this study is to stipulate the relation between e-learning characteristics and e-learner's scholastic performance through the integrated study model of perspective of educational technology and information technology. Using e-learning system quality, e-learning contents characteristics and interaction as independent variable, e-learner's scholastic performance as dependent variable and learning motivation as mediator, this study has examined the relationship among these variables. Two hundreds and twelve undergraduates in cyber university participated in the survey and filled out questionnaires related to this study. The main results are as followed. First, content's quality, technical quality and the support of school affairs have a significant effect on the e-learner's scholastic performance. Second, Learning motivation plays a partial mediating role in the relationship between e-learning characteristics and e-learner's scholastic performance. The meaningful implication of this study is that to improve e-learner's scholastic performance, we have to offer e-learners more customized various learning plans, learning contents and interaction between e-learners and e-learning systems.

A case study of learning attitude change according to programming learning experience (프로그래밍 학습 경험에 따른 학습 태도 변화 사례 연구)

  • Lee, Kyung-Sook
    • Journal of the Korea Convergence Society
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    • v.12 no.9
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    • pp.93-98
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    • 2021
  • The change of programming language learning experience on learning motivation was analyzed. Learning a programming language is generally evaluated as a difficult process even for majors. Measuring psychological changes related to programming learning at this point in expanding to non-majors is necessary for learner analysis. The overall learner attitude change was investigated by measuring achievement goals, academic interest, academic self-efficacy, cognitive involvement, and academic self-regulation, which are motivation-related factors. All factors related to learning attitude showed a decrease in the post-test results. This result is interpreted that the difficulty of the learning process decreased the motivation to learn programming. It was found that the greater the difficulty perceived by the learner, the greater the decrease in the motivation to learn. Based on the results of this study, it has implications that a learning environment and learning process that can give feedback and a situation that can reduce the level of learning difficulty felt by learners should be systematically given.

Study on the Effective Factors of Learning Motivation and Achievement of the Digital Textbook using a Structural Equation Model (구조방정식 모델을 이용한 디지털교과서의 학습동기 및 학업성과 영향요인에 관한 연구)

  • Baek, Hyeon-Gi;Kim, Pan-Soo;Ha, Tai-Hyun
    • Journal of Digital Convergence
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    • v.6 no.1
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    • pp.123-135
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    • 2008
  • In this study it is aimed to find out the relationship between the effective factors on learning motivation of the digital textbook. To carry on such exploration the learning motivation theory of Keller has been taken as the theoretical background. This is an experimental research with the data collected from 310 students who took the digital textbook class in the computer-mediated environment. It is compared and verified whether the factors causing learning motivation of the ARCS model embedded in the offline class influence on learner's motivation and achievement. With the outcomes, it has been tried to find out some practical suggestions for the achievement of the digital textbook. The results of the data show that the learning motivation of the digital textbook is significantly influence on the learning achievement.

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Satisfaction with instruction medium according to learner attitude and lecture mode in the dental hygiene students (일부 치위생학과 학생들의 학습태도 및 강의형태에 따른 학습매체 만족도 조사)

  • Sim, Seon-Ju;Hong, Su-Min;Ha, Jung-Eun;Park, Jeong-Ran
    • Journal of Korean society of Dental Hygiene
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    • v.15 no.5
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    • pp.841-847
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    • 2015
  • Objectives: The purpose of the study was to investigate the satisfaction with instruction medium according to learner attitude and lecture mode in the dental hygiene students. Methods: A web-based self-reported questionnaire was complected by 155 dental hygiene students in Cheonan from May 26 to June 5, 2015. The questionnaire consisted of general characteristics of the subjects, school adaptation, interest to learn, effort to learn, faculty centered lecture, learner centered lecture, self-directed learning, motivation to learn, characteristics of each subject, and satisfaction with lecture mode. The study was approved by institutional review board (IRB) by Baekseok University. Chi-square test and multivariate logistic regression were used to evaluate the satisfaction to medium of instruction according to explanation factors. Results: The lecture mode, opportunity and motivation to learn, interest to learn and effort to learn were the significant factors to satisfaction with instruction medium. In multivariate logistic regression model, the adjusted odds ratio was 6.28 for the opportunity to learn and 4.87 for the interesting to learn. Conclusions: The satisfaction with instruction medium is the most important factor that decides the lecture mode and learner attitude including opportunity to learn and concern to learn.

Instructional Motivation and Response According to Cognitive Style after Application of Computer Assisted Instruction(CAI) for College Student Nurses (일부 간호대학생의 인지 양식에 따른 CAI 학습후 학습동기와 학습평가 비교)

  • Sung Myung-Sook;Lee Jung-In;Ro Seung-Ok
    • Journal of Korean Academy of Fundamentals of Nursing
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    • v.8 no.2
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    • pp.220-233
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    • 2001
  • Purpose: This study was done to identity the degree of instructional motivation and response after application of CAI in the student nurses' fundamental nursing course. Method: The subjects of this study were 77 student nurses and the data was collected from October, 7th to 17th in 1997. The examination sheet for cognitive style and a questionnaire to evaluate the degree of instructional motivation were used to collect data. Result : 1) It was found that the degree of instructional motivation of the learner was higher in the CAI class. (134.23/170) 2) After CAI, the learners expressed relatively higher satisfaction in understanding, interest, degree of difficulty, number of problems, icons, and extra information. 3) It was found that 53 learners(68.8%) were field independent-cognitive learners and 24 learners(31.2%) were field dependent-cognitive learners. 4) Among the instructional responses according to the cognitive behavior of the learner after CAI, there were significant differences in reasons for understanding the computer program, interest in the computer program class, and the number of students assigned to each computer. 5) There were no significant difference between cognitive style and instructional motivation. Conclusion: The CAI effect for nursing students fundamental nursing course have been positive evaluated. CAI in nursing education is becoming very available and needs to develop effective CAI and use not only fundamental nursing course but also another nursing education programs.

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Design of Emotional Bulletin Board to Support Learning Motivation of CoP in Web-Based Learning Environment: Based on Emoticon & Color (학습공동체의 학습동기 촉진을 위한 감성 게시판의 설계 전략 탐색: 이모티콘과 색채 활용을 중심으로)

  • Kim, Kyung;Kim, Dong-Sik
    • The Journal of Korean Association of Computer Education
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    • v.6 no.2
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    • pp.165-173
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    • 2003
  • Learners in web-based learning environment have to keep a stronger will for their study than those in traditional learning environment. Here, this strong will can be told as learner's motivation which is emotional aspects. However, most web-based instructional designs have been based on learner's cognitive aspects. Therefore, this study focused on presenting the strategies for the design of emotional bulletin board and its concrete interfaces.

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The Impact of Achievement Motivation on Academic Achievement and Satisfaction of Adult Learners in an e-Learning Environment

  • HA, Young-Ja;CHUNG, Se-Jin
    • Educational Technology International
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    • v.7 no.1
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    • pp.59-79
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    • 2006
  • The purpose of this study is to measure the impact of motivation on academic achievement and satisfaction of adult learners in an e-Learning environment, and to come up with strategies to improve the effectiveness of e-Learning for adult learners. In order to find answer, devices were developed, tested for validity and reliability, and use for testing variables for 289 adult learners. To measure the impact of achievement motivation on learning in job training, a multiple regression analysis was performed. The analysis results show that achievement motivation has an impact on academic achievement with significance level .001, but does not have an impact on a learner's satisfaction. Further analyses on the subcategories of achievement motivation show that individual-oriented motivation affects achievement with significance level of .001, while social-oriented motivation does not. From this finding, some strategies to boost individual-oriented motivation are suggested to enhance effectiveness of job training in e-Learning environment. Further strategies to boost individual-oriented motivation should be developed by studying various aspects of e-Learning such as learning environments, learning culture, learning modes and methods, and evaluation.

The Relationship between Learner and Interest in Teachable Characteristic Agent

  • Kwon, Soon-Goo;Woo, Yeon-Kyung;Cho, Eun-Soo;Chung, Yoon-Kyung;Jeon, Hun;Yeon, Eun-Mo;Jung, Hye-Chun;Park, Sung-Min;So, Yeon-Hee;Kim, Sung-Il
    • 한국HCI학회:학술대회논문집
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    • 2008.02b
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    • pp.78-84
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    • 2008
  • The traditional intelligent teachable system has mainly focused on knowledge and cognition. It has overlooked motivational aspects of learners. Motivation is an important factor in learning making learners to have interests in a given task and persist it. Although the systems include cognitive as well as motivational factors, the effects of ITS on interest are not equivalent depending on individual characteristics. This study is to investigate how influence learners' response patterns to their interests and also examined effects of individual characteristics on interest in teachable agent (TA). In this experiment, we used KORI which is a new type of ITS that learner teach computer agent based on the instructional method of learning by teaching'. In the beginning of experiments, metacognition, achievement goal orientation and self-efficacy were measured as individual characteristics. Then, participants were asked to use KORI at home during 10 days. After using KORI the level of interest were measured. The result showed that metacognition was positively related with interest, whereas performance goal orientation and mastery goal orientation were negatively related to interest. It suggests t hat different individual characteristics should be considered to promote learners' intrinsic motivation in TA.

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A Study on Learning Model of Constructivism for CAAD Education (CAAD교육의 구성주의 학습모델 개념에 관한 연구)

  • 윤주호
    • Korean Institute of Interior Design Journal
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    • no.41
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    • pp.256-265
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    • 2003
  • This study aims to investigate how to apply the theory of constructivism to CADD education. To maximize educational effect in the educational process, evaluation, media, interactions between instructor and learners, existing CADD education has some limitations and needs new methodology. Constructivism can be said to be a learner-oriented theory in that it emphasizes on the process of understanding in each individual. It can contribute in educational practice to elicit each learner's motivation and to develope their creativity. This paper tried to investigate how to apply constructivism to architectural designing and find the most suitable CAAD education methodology related to design studio.