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Educational Technology International update

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수록정보
수록범위 : 1권1호(1999)~20권2호(2019) |수록논문 수 : 214
Educational Technology International
20권2호(2019년 10월) 수록논문
최근 권호 논문
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KCI등재

1The Effects of Information Volume and Distribution on Cognitive Load and Recall: Implications for the Design of Mobile Marker-less Augmented Reality

저자 : Taehyeong Lim , Jiyae Bong , Ji Hei Kang , Vanessa Dennen

발행기관 : 한국교육공학회 간행물 : Educational Technology International 20권 2호 발행 연도 : 2019 페이지 : pp. 137-168 (32 pages)

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This study examined the effects of information volume and distribution on learners' cognitive load and recall in a mobile augmented reality (AR) environment. Information volume refers to the degree of information users are provided in a learning task, while information distribution indicates the way in which information is distributed, either in a virtual or real format. Sixteen undergraduate students participated in the study, which employed a 2 X 3 randomized block factorial design with repeated measures. Information volume and distribution were independent variables, and factors in learners' cognitive load (mental effort, perceived ease of use, and perceived task difficulty) and recall test scores were the dependent variables. Information volume had significant main effects on perceived ease of use and task difficulty, and recall test scores, while information distribution had significant main effects on perceived task difficulty and test scores. A detailed discussion and implications are provided.

KCI등재

2An Analysis of Research Trends in Mobile Learning through Comparison between Korea and China using Semantic Network Analysis

저자 : Dan Ni , Jiyon Lee

발행기관 : 한국교육공학회 간행물 : Educational Technology International 20권 2호 발행 연도 : 2019 페이지 : pp. 169-194 (26 pages)

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This study aims to compare and analyze the trends of research on mobile learning conducted in Korea and China to suggest future directions and multifaceted subject areas in its study field. To achieve this purpose, 620 Chinese papers from CNKI (CSSCI and CSCD) database and 205 Korean papers from RISS database (KCI and KCI candidate) published between 2009 and 2018 were selected to be analyzed through applying the frequency analysis and visualized semantic network analysis. The criteria for analysis used in this study are four types: publication years, research subjects, research methods, and keywords. The results of this study are as follows. Firstly, in relation to the year of publication, Korea entered the peak of mobile learning research in 2016 (33 papers), and China reached high publications (94 papers) in 2017. Secondly, with regard to the research subjects, the most frequently studied subjects in Korea and China were targeted to college students, followed by general adult groups. Thirdly, in terms of research methods, quantitative research accounted for a high proportion in Korea, but in China, literature research showed a high frequency. Fourthly, the high frequency keywords appearing in mobile learning research of the two countries were mainly reflected in language learning. Based on the findings, several directions of future research for both countries were suggested.

KCI등재

3Learners' Perceptions and Experiences of Using e-Textbooks in Online Learning Environment

저자 : Sunghye Lee , Yoojung Chae , Kyoungae Choi

발행기관 : 한국교육공학회 간행물 : Educational Technology International 20권 2호 발행 연도 : 2019 페이지 : pp. 195-221 (27 pages)

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This study explored middle and high school students' learning experiences using e-textbooks in online learning courses. Data were collected from in-depth interviews. The interviewees for this study were 19 students who enrolled voluntarily in an online mathematics and science inquiry program, actively participated in the online learning. The students generally have high academic achievement and motivation for learning in science and mathematics. Data were analyzed based on a grounded theory approach. As a result, the characteristics of the online learning environment using e-textbooks were conceptualized via three different categories including temporal, spatial, and technical. Such characteristics of the learning environment were able to provoke self-directed learning, extended learning, interactive learning, in-depth learning, improved ICT literacy, and formation of positive emotions and learning habits. Most of the learners showed positive feedback towards the use of e-textbooks, while some mentioned the technical limitations compared to conventional paper-based learning. This study suggested that e-textbooks are likely to induce positive experiences for learners in the context of online learning, so it is necessary to design contents that utilize various functions and advantages of electronic teaching materials in order to use e-textbooks effectively.

KCI등재

4What is Monitored and by Whom in Online Collaborative Learning?: Analysis of Monitoring Tools in Learner Dashboard

저자 : Ji Young Lim , Jisoo Choi , Yoon Jin Kim , Jeongin Eur , Kyu Yon Lim

발행기관 : 한국교육공학회 간행물 : Educational Technology International 20권 2호 발행 연도 : 2019 페이지 : pp. 223-255 (33 pages)

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The purpose of this study is to draw implications for designing online tools to support monitoring in collaborative learning. For this purpose, eighteen research papers that explored learner dashboards and group awareness tools were analyzed. The driving questions for this analysis related to the information and outcomes that must be monitored, whose performance they represent, and who monitors the extent of learning. The analytical frameworks used for this study included the following: three modes of co-regulation in terms of who regulates whose learning (self-regulation in collaborative learning, other regulation, and socially shared regulation) and four categories of dashboard information to determine which information is monitored (information about preparation, participation, interaction, and achievements). As a result, five design implications for learner dashboards that support monitoring were posited: a) Monitoring tools for collaborative learning should support multiple targets: the individual learner, peers, and the entire group; b) When supporting personal monitoring, information about the individual and peers should be displayed simultaneously to allow direct comparison; c) Information on collaborative learning achievements should be provided in terms of the content of knowledge acquired rather than test scores; d) In addition to information related to interaction between learners, the interaction between learners and learning materials can also be provided; and e) Presentation of the same information to individuals or groups should be variable.

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