• Knowledge Management Research
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• v.9 no.4
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• pp.1-16
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• 2008

The purpose of the present study is to explain the effects of academic self-efficacy, self-regulated learning and online task value on academic achievement and learning transfer in corporate cyber education. 202 students who completed S corporate's cyber courses in 2007 and responded to all survey participated in this study. A hypothetical model was proposed, which was composed of academic self-efficacy, online task value and self-regulated learning factors as prediction variables, and learning transfer as well as academic achievement factors as outcome variables. The results of this study through regression analysis as follows. First, learners' academic self-efficacy, self-regulated learning and online task value predict learners' academic achievement significantly. Second, except for academic self-efficacy, learners' self-regulated learning and online task value predict on learners' learning transfer significantly. Third, academic achievement plays a role as mediating value in predicting academic achievement by online task. It implies that learners' academic self-efficacy, online task value and self-regulated learning which predict learners' academic achievement and learning transfer should be considered in developing strategies for the design and operation of cyber courses.

• The Mathematical Education
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• v.58 no.1
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• pp.41-54
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• 2019

The purpose of this study was to examine the effects of career identity on learning persistence and academic achievement, and mediating effect of utility value. To examine the effect of mediating role of utility value, we divided utility value into two types, utility value of daily matters and utility value of career. This study was conducted on 228 senior students in high school, to investigate relations among career identity, utility value, learning persistence and academic achievement in mathematics, by using the structural equation model. The results are as follows. First, career identity positively predicted learning persistence in mathematics. Second, career identity positively predicted the utility value of daily matters and career. Third, both type of utility value in mathematics positively predicted learning persistence in mathematics. Fourth, the utility value of daily matters and career, in mathematics subjects, showed differential predictability toward learning persistence and academic achievement. Both type of utility value in mathematics positively predicted learning persistence, but showed differential predictability toward learning academic achievement. Specifically, the utility value of daily matters in the near future did not predict the academic achievement, but the utility value of career in the distant future positively predicted the academic achievement. Fifth, the utility value was found to play a mediating role in the relationship between career identity and learning persistence. Based on the results of this study, implications for mathematics education were discussed.

• Journal of Engineering Education Research
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• v.20 no.5
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• pp.34-42
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• 2017

This study aimed to identify the causal relationships among self-regulated learning strategy, problem solving efficacy, task value and learning outcome, and mediation effect of self-regulated learning strategy in engineering capstone design course. The data were collected from 363 university students who enrolled in capstone design courses and analyzed using structural equation modeling method. The results were: first, problem-solving efficacy and task value exerted significant effects on self-regulated learning strategy. Second, self-regulated learning strategy exerted significant effects on learning outcome, but problem-solving efficacy and task value did not. Third, problem-solving efficacy and task value showed significant indirect effects on learning outcome, which confirmed that self-regulated learning strategy fully mediated between two exogenous variables and learning outcome.

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

• Journal of Korea Society of Digital Industry and Information Management
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• v.17 no.3
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• pp.63-83
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• 2021

The appearance of education is also rapidly changing in social changes represented by social networks. And the development of information and communication technology is also having a widespread effect on the education field. In the era of untact caused by Covid-19, education through smart learning is having a greater effect on students as well as adult learners more quickly and broadly. In addition, smart learning is not just limited to learning content, but is developing into personalized, convergence, and intelligent. The purpose of this study is to identify the factors of ARCS motivation theory that can determine the learning motivation of smart learning users, and to empirically study the casual relationship between these factors on education achievement through practical value and hedonic value. Specifically, I would like to examine how the independent variables ARCS motivation factors (attention, relevance, confidence, and satisfaction) affect learners' education achievement through the parameters of practical value and hedonic value. To this end, a research model was presented that applied the main variables of attention, relevance, confidence, and satisfaction, which are four elements of ARCS motivation theory, a specific and systematic motivational strategy to induce and maintain learners' motivation. In order to empirically verify the research model of this study, a survey was carried out on learners with experience using smart learning. As a result of the study, first attention was found to have a positive effect on the hedonic value. Second, relevance was found to have a positive effect on the hedonic value. Third, it was found that confidence did not have a positive effect on the practical value and the hedonic value. Forth, satisfaction was found to have a positive effect on the practical value and the hedonic value. Fifth, practical value was found to have a positive effect on the education achievement. Sixth, hedonic value was found to have a positive effect on the education achievement. Through this, it can be seen that the intrinsic motivation of learners using smart learning affects the education achievement of users through intrinsic and extrinsic value. A variety of smart learning that combines advanced IT technologies such as AI and big data can contribute to improving learners' education achievement more effectively and efficiently. Furthermore, it can contribute a lot to social development.

• The Transactions of the Korea Information Processing Society
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• v.6 no.5
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• pp.1303-1311
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• 1999

In order to learn in dynamic environments, reinforcement learning algorithms like Q-learning, TD(0)-learning, TD(λ)-learning have been proposed. however, most of them have a drawback of very slow learning because the reinforcement value is given when they reach their goal state. In this thesis, we have proposed a reinforcement learning method that can approximate fast to the goal state in maze environments. The proposed reinforcement learning method is separated into global learning and local learning, and then it executes learning. Global learning is a learning that uses the replacing eligibility trace method to search the goal state. In local learning, it propagates the goal state value that has been searched through global learning to neighboring sates, and then searches goal state in neighboring states. we can show through experiments that the reinforcement learning method proposed in this thesis can find out an optimal solution faster than other reinforcement learning methods like Q-learning, TD(o)learning and TD(λ)-learning.

• The Journal of Information Systems
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• v.19 no.3
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• pp.75-103
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• 2010

This study analyzes a model appling value in the mobile learning. We investigate the interaction, ease of use, hedonic value, and utilitarian value considering importance factors in the mobile learning, and the customer values are found to influence the customer satisfaction. We analysis a relationship between these factors and the customer satisfaction, and the relationship between the customer satisfaction and the loyalty. Finally, we research difference among gender of the satisfaction on the mobile learning. To fulfill this purpose, the research model was designed from literature review, and the structural equation modeling technique was used to evaluate hypotheses. The major results of this study are as follows. First, the ease of use, hedonic value, and utilitarian value positively influenced the satisfaction, and the satisfaction had positive influences on the customer loyalty. But the interaction didn't have positive influence on the satisfaction. Second, gender difference was found for some path coefficient. Male user's interaction and ease of use has effect on the satisfaction, and Female user's hedonic value and utilitarian value have influenced the satisfaction. When it consider the market share or the growth potential of the mobile learning industry, the results of this study will provide the useful information to manage mobile learning.

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

• The Journal of the Korea Contents Association
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• v.22 no.6
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• pp.413-427
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• 2022

The purpose of this study was to improve and verify task value and academic self-efficacy of university students with metaverse gamification teaching method combining flipped learning and project-based learning. The subjects in this study were 16 university students majoring in counseling psychology who engaged in K university in cheong-ju. The subjects were assigned to the experimental group or the comparison group. The experimental group received the proposed metaverse gamification teaching method combining flipped learning and project-based learning while comparison group received teacher-centered learning. The dependent variables in this study were task value and academic self-efficacy. Each variable was assessed before class, after the end of the class. At the end of the class, the experimental group engaged statistically significantly higher levels of task value and academic self-efficacy than the comparison group. The findings of this study suggest that this metaverse gamification teaching method combining flipped learning and project-based learning is effective at improving task value and academic self-efficacy.

• Journal of Convergence for Information Technology
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• v.10 no.6
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• pp.87-95
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• 2020

Previously, there were no studies that were not aware of the importance of video, were interested in the educational value of Flipped Learning, and there were many wrong experiments because they did not understand Flipped Learning. Therefore, an accurate understanding of Flipped Learning is needed. This study proposed the caution of video learning of Flipped Learning and presented the papers and grounds to support to examine the educational value of Flipped Learning. A video of the lecture should be produced with a core content of 10 to 15 minutes, and found that the educational value of Flipped Learning lies in self-directed learning, cooperative learning, habruta, overcoming the oblivion curve and metacognition. It is hoped that this study will provide good guidance and direction of education for teachers who have difficulty Flipped Learning.