Pub Date : 2024-05-15DOI: 10.22251/jlcci.2024.24.9.589
Youkyung Kim, Hyunnie Ahn
Objectives The purpose of this study is to test the mediating effect of perceived stress due to COVID-19, using social media to avoid negative emotions in the process of influencing depression of college students' attachment anxiety. Methods To this end, data from 279 male and female college students in Korea were collected through an online survey from October 15 to October 25, 2020, SPSS 20.0 was used for technical statistics and correlation analysis, and Mplus 7.0 program was used for structural model and mediating effect verification. Results The main results of this study are as follows. First, the attachment anxiety of college students showed a significant positive correlation with the use of social media to avoid negative emotions, perceived stress and de-pression caused by COVID-19. Second, the mediating effect of using social media to avoid negative emotions was confirmed in the relationship between attachment anxiety and depression. Third, the mediating effect of per-ceived stress due to COVID-19 was confirmed in the relationship between attachment anxiety and depression. Finally, it was found that the double mediating effect of social media use to avoid perceived stress and negative emotions caused by COVID-19 was significant in the effect of attachment anxiety of college students on depression. Conclusions Taken together, it was found that college students with attachment anxiety perceived stress caused by COVID-19 higher. In addition, they used social media as a way to avoid negative emotions, which affected depression. This study is meaningful in that it revealed the link between social media use and depression among young people and the psychological mechanism that affects depression among college students in the COVID-19 situation in a situation where face-to-face activities have been reduced and non-face-to-face interpersonal rela-tionships have been recommended.
{"title":"The effect of college students' attachment anxiety, social media use to avoid negative emotions, and perceived stress from COVID-19 on depression","authors":"Youkyung Kim, Hyunnie Ahn","doi":"10.22251/jlcci.2024.24.9.589","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.9.589","url":null,"abstract":"Objectives The purpose of this study is to test the mediating effect of perceived stress due to COVID-19, using social media to avoid negative emotions in the process of influencing depression of college students' attachment anxiety. \u0000Methods To this end, data from 279 male and female college students in Korea were collected through an online survey from October 15 to October 25, 2020, SPSS 20.0 was used for technical statistics and correlation analysis, and Mplus 7.0 program was used for structural model and mediating effect verification. \u0000Results The main results of this study are as follows. First, the attachment anxiety of college students showed a significant positive correlation with the use of social media to avoid negative emotions, perceived stress and de-pression caused by COVID-19. Second, the mediating effect of using social media to avoid negative emotions was confirmed in the relationship between attachment anxiety and depression. Third, the mediating effect of per-ceived stress due to COVID-19 was confirmed in the relationship between attachment anxiety and depression. Finally, it was found that the double mediating effect of social media use to avoid perceived stress and negative emotions caused by COVID-19 was significant in the effect of attachment anxiety of college students on depression. \u0000Conclusions Taken together, it was found that college students with attachment anxiety perceived stress caused by COVID-19 higher. In addition, they used social media as a way to avoid negative emotions, which affected depression. This study is meaningful in that it revealed the link between social media use and depression among young people and the psychological mechanism that affects depression among college students in the COVID-19 situation in a situation where face-to-face activities have been reduced and non-face-to-face interpersonal rela-tionships have been recommended.","PeriodicalId":509731,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140974688","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-15DOI: 10.22251/jlcci.2024.24.9.133
Dong Kyu Choi
Objectives This study sought to find ways to improve policies through a longitudinal analysis of the impact of middle school students' self-concept on creativity and learning motivation using the latent growth model (LGM). Methods For this purpose, data on middle school students from the 2nd to 4th years (2019-2021, Panel 2) of the Jeonnam Education Longitudinal Study (JELS) were used for analysis, and self-concept was selected as an independent variable and creativity and learning motivation were selected as dependent variables in the potential growth model. This panel data (JELS) is a 10-year follow-up survey targeting 2,199 students (Panel 1) in 4th grade elementary school from 2018 and 2,549 students in 1st middle school (Panel 2) from 2019. Among the data (Panel 2) for a total of 75 schools, including 58 general middle school schools and 13 innovative schools, starting in 2019, 1,625 students, excluding missing values, were analyzed as final data. Results The main research results are as follows. First, the average self-concept, creativity, and learning motivation of middle school students was around 3 points for self-concept and creativity, and around 2 points for learning motivation, with learning motivation being the lowest. Second, there was a positive correlation between each variable. Third, middle school students' self-concept, creativity, and learning motivation showed a gradual decrease in change over time, and there were individual differences in the initial values of each variable. Fourth, self-concept and creativity showed group differences in initial values depending on gender, but the differences disappeared over time. It is predicted that there will be individual and group differences in learning motivation both at the initial value and over time. Fifth, the initial value and rate of change of self-concept only had a direct effect on the initial value and rate of change of creativity, and the initial value and rate of change of creativity only had a direct effect on the rate of change of learning motivation. Sixth, the initial value and rate of change of creativity had a positive mediating effect on the initial value and rate of change of self-concept and the initial value and rate of change of learning motivation. Learning motivation, which is essential for academic achievement, is highly correlated with and greatly influenced by self-concept and creativity, and the pattern of change shows a trajectory of gradual decline over time. Conclusions Therefore, it is believed that creativity and learning motivation will improve if self-concept is established and improved.
{"title":"Longitudinal analysis of the impact of middle school students' self-concept on creativity and learning motivation using the latent growth model (LGM)","authors":"Dong Kyu Choi","doi":"10.22251/jlcci.2024.24.9.133","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.9.133","url":null,"abstract":"Objectives This study sought to find ways to improve policies through a longitudinal analysis of the impact of middle school students' self-concept on creativity and learning motivation using the latent growth model (LGM). \u0000Methods For this purpose, data on middle school students from the 2nd to 4th years (2019-2021, Panel 2) of the Jeonnam Education Longitudinal Study (JELS) were used for analysis, and self-concept was selected as an independent variable and creativity and learning motivation were selected as dependent variables in the potential growth model. This panel data (JELS) is a 10-year follow-up survey targeting 2,199 students (Panel 1) in 4th grade elementary school from 2018 and 2,549 students in 1st middle school (Panel 2) from 2019. Among the data (Panel 2) for a total of 75 schools, including 58 general middle school schools and 13 innovative schools, starting in 2019, 1,625 students, excluding missing values, were analyzed as final data. \u0000Results The main research results are as follows. First, the average self-concept, creativity, and learning motivation of middle school students was around 3 points for self-concept and creativity, and around 2 points for learning motivation, with learning motivation being the lowest. Second, there was a positive correlation between each variable. Third, middle school students' self-concept, creativity, and learning motivation showed a gradual decrease in change over time, and there were individual differences in the initial values of each variable. Fourth, self-concept and creativity showed group differences in initial values depending on gender, but the differences disappeared over time. It is predicted that there will be individual and group differences in learning motivation both at the initial value and over time. Fifth, the initial value and rate of change of self-concept only had a direct effect on the initial value and rate of change of creativity, and the initial value and rate of change of creativity only had a direct effect on the rate of change of learning motivation. Sixth, the initial value and rate of change of creativity had a positive mediating effect on the initial value and rate of change of self-concept and the initial value and rate of change of learning motivation. Learning motivation, which is essential for academic achievement, is highly correlated with and greatly influenced by self-concept and creativity, and the pattern of change shows a trajectory of gradual decline over time. \u0000Conclusions Therefore, it is believed that creativity and learning motivation will improve if self-concept is established and improved.","PeriodicalId":509731,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":"29 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140974571","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-15DOI: 10.22251/jlcci.2024.24.9.275
Gon Sung Yang
Objectives This study aim to explore the relationship between mindfulness and anxiety and the mediating effects of emotion regulation and worry on the relationship between mindfulness and anxiety. Methods The data were analyzed from 289 elementary school children in Seoul. Reliability analysis, technical sta-tistics, correlation analysis, and mediating effect analysis of each scale were conducted using the SPSS 18.0 and PROCESS Macro Model 4.2. Results Research results were as follows. First, the correlation between mindfulness and anxiety were significant, and regression analysis showed that mindfulness significantly predicted anxiety. Second, the mediating effect of emotion regulation and worry were significant in the relationship between mindfulness and anxiety. Conclusions This study was verified that children's mindfulness is a useful variable that directly affects anxiety re-duction and indirectly through emotional control and worry. It also provides useful information for making mindful-ness-based interventions. Considering the results that the indirect effect through worry was greater than the di-rect effect of mindfulness on anxiety, it suggests the need to include mindfulness activities on children's worry.
目的 本研究旨在探讨正念与焦虑之间的关系，以及情绪调节和担忧对正念与焦虑之间关系的中介作用。方法 分析首尔 289 名小学生的数据。使用 SPSS 18.0 和 PROCESS Macro Model 4.2 对各量表进行信度分析、技术统计分析、相关分析和中介效应分析。结果 研究结果如下。首先，正念与焦虑之间的相关性显著，回归分析表明正念能显著预测焦虑。其次，在正念与焦虑的关系中，情绪调节和担忧的中介效应显著。结论 本研究验证了儿童的正念是一个有用的变量，它直接影响焦虑的缓解，并通过情绪控制和担忧间接影响焦虑的缓解。这也为基于正念的干预措施提供了有用的信息。考虑到通过忧虑产生的间接影响大于正念对焦虑产生的双向影响，这表明有必要在儿童忧虑方面开展正念活动。
{"title":"The Mediating Effect of Emotion Regulation and Worry on the Relationship between Mindfulness and Anxiety in Elementary School Students","authors":"Gon Sung Yang","doi":"10.22251/jlcci.2024.24.9.275","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.9.275","url":null,"abstract":"Objectives This study aim to explore the relationship between mindfulness and anxiety and the mediating effects of emotion regulation and worry on the relationship between mindfulness and anxiety. \u0000Methods The data were analyzed from 289 elementary school children in Seoul. Reliability analysis, technical sta-tistics, correlation analysis, and mediating effect analysis of each scale were conducted using the SPSS 18.0 and PROCESS Macro Model 4.2. \u0000Results Research results were as follows. First, the correlation between mindfulness and anxiety were significant, and regression analysis showed that mindfulness significantly predicted anxiety. Second, the mediating effect of emotion regulation and worry were significant in the relationship between mindfulness and anxiety. \u0000Conclusions This study was verified that children's mindfulness is a useful variable that directly affects anxiety re-duction and indirectly through emotional control and worry. It also provides useful information for making mindful-ness-based interventions. Considering the results that the indirect effect through worry was greater than the di-rect effect of mindfulness on anxiety, it suggests the need to include mindfulness activities on children's worry.","PeriodicalId":509731,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":"54 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140975184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Objectives This study analyzed whether environmental education instructors' perception of the value of ESD, their degree of practicing environment-friendly behavior, and their PCK for ESD were significantly different depending on their experience in applying ESD, and considered the implications. Methods For this purpose, the survey questions were constructed and a survey was conducted targeting environ-mental education instructors active in Seoul and Gyeonggi-do from September to November 2023. Accordingly, an independent samples t test was performed on the survey data of a total of 83 environmental education in-structors using the SPSS statistical program to analyze significant differences according to ESD application experience. Results First, environmental education instructors appeared to have a very positive perception of the value of ESD, and it was analyzed that there was no significant difference depending on ESD application experience.Second, en-vironmental education instructors with ESD application experience were found to have statistically significantly higher ESD class composition ability and ESD teaching strategy ability than environmental education instructors without ESD application experience, and ESD teaching and learning environment creation ability and instructor ability. It was analyzed that there was no significant difference in professional development efforts.Third, there was no significant difference in the degree of practicing eco-friendly behavior at an individual level according to the environmental education instructors' experience in applying ESD. However, the level of practice of environ-mentally friendly behavior at a collective level among environmental education instructors with ESD application experience was found to be statistically significantly higher than that of environmental education instructors with-out ESD application experience. Conclusions However, the PCK of environmental education instructors with experience applying ESD was found to be somewhat higher than the average level. Therefore, the implications were considered that there is a need to establish a continuous and systematic governance support system so that environmental education instructors can cultivate PCK for ESD and experience various ESD-related activities.
{"title":"An Analysis of the differences in Perceptions of ESD Value, Environment-friendly Behaviors and PCK of Environmental Education instructors depend on Application Experience of ESD","authors":"Jaehyeok Choi, Yeon-A Son, Hyun-Jeong Oh, Heeju Maeng","doi":"10.22251/jlcci.2024.24.9.545","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.9.545","url":null,"abstract":"Objectives This study analyzed whether environmental education instructors' perception of the value of ESD, their degree of practicing environment-friendly behavior, and their PCK for ESD were significantly different depending on their experience in applying ESD, and considered the implications. \u0000Methods For this purpose, the survey questions were constructed and a survey was conducted targeting environ-mental education instructors active in Seoul and Gyeonggi-do from September to November 2023. Accordingly, an independent samples t test was performed on the survey data of a total of 83 environmental education in-structors using the SPSS statistical program to analyze significant differences according to ESD application experience. \u0000Results First, environmental education instructors appeared to have a very positive perception of the value of ESD, and it was analyzed that there was no significant difference depending on ESD application experience.Second, en-vironmental education instructors with ESD application experience were found to have statistically significantly higher ESD class composition ability and ESD teaching strategy ability than environmental education instructors without ESD application experience, and ESD teaching and learning environment creation ability and instructor ability. It was analyzed that there was no significant difference in professional development efforts.Third, there was no significant difference in the degree of practicing eco-friendly behavior at an individual level according to the environmental education instructors' experience in applying ESD. However, the level of practice of environ-mentally friendly behavior at a collective level among environmental education instructors with ESD application experience was found to be statistically significantly higher than that of environmental education instructors with-out ESD application experience. \u0000Conclusions However, the PCK of environmental education instructors with experience applying ESD was found to be somewhat higher than the average level. Therefore, the implications were considered that there is a need to establish a continuous and systematic governance support system so that environmental education instructors can cultivate PCK for ESD and experience various ESD-related activities.","PeriodicalId":509731,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":"49 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140975052","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-15DOI: 10.22251/jlcci.2024.24.9.379
Hyeonjeong Yoo, Mihye Cho
Objectives This study examines the relationship between the formation of home experience in the dormitory and college life, based on qualitative interviews with college students about their living experiences in the dormitory. Methods Ten college students who currently live or have lived in college dormitories were recruited as research participants, and the data collected through in-depth semi-structured interviews were analyzed from May 8, 2023 to August 15, 2023. Results College students living in dormitories were found to view the dormitory as a public space for school rather than a private space for living and relaxing, and lacked ‘a sense of place/sense of IBASHO’. They reported that they were always aware of being watched and that this prevented them from relaxing fully. Residents tried to minimize the amount of time they spent in the dormitory, streamline their daily routines to avoid leaving their dorm rooms, or go home to relax when they were not in class, in an attempt to gain the time and space they felt they lacked. Instead, however, they failed to form an emotional connection to the dorm and viewed their time in the dorm as a time to endure. As a result, the students had difficulty adjusting to college life because they perceived their entire college experience as something to endure, and although they participated in the regular academic curriculum, they participated less in networking, socializing, and club activities. Conclusions Based on the findings, this study recommends viewing the residential experience as part of a college education and expanding programs that build a sense of place in dormitories.
{"title":"A Qualitative Study of the Impact of Dormitory Experiences on the College Life","authors":"Hyeonjeong Yoo, Mihye Cho","doi":"10.22251/jlcci.2024.24.9.379","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.9.379","url":null,"abstract":"Objectives This study examines the relationship between the formation of home experience in the dormitory and college life, based on qualitative interviews with college students about their living experiences in the dormitory. \u0000Methods Ten college students who currently live or have lived in college dormitories were recruited as research participants, and the data collected through in-depth semi-structured interviews were analyzed from May 8, 2023 to August 15, 2023. \u0000Results College students living in dormitories were found to view the dormitory as a public space for school rather than a private space for living and relaxing, and lacked ‘a sense of place/sense of IBASHO’. They reported that they were always aware of being watched and that this prevented them from relaxing fully. Residents tried to minimize the amount of time they spent in the dormitory, streamline their daily routines to avoid leaving their dorm rooms, or go home to relax when they were not in class, in an attempt to gain the time and space they felt they lacked. Instead, however, they failed to form an emotional connection to the dorm and viewed their time in the dorm as a time to endure. As a result, the students had difficulty adjusting to college life because they perceived their entire college experience as something to endure, and although they participated in the regular academic curriculum, they participated less in networking, socializing, and club activities. \u0000Conclusions Based on the findings, this study recommends viewing the residential experience as part of a college education and expanding programs that build a sense of place in dormitories.","PeriodicalId":509731,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":"5 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140971917","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-15DOI: 10.22251/jlcci.2024.24.9.361
Yaqiong Yu, HoonSik Yoo
Objectives The purpose of this study is to investigate the learning effects of the two methods of learning Korean writing by Chinese advanced-level learners of Korean writing using general Korean writing and generative AI ChatGPT. Methods This study was conducted on 20 Chinese advanced-level learners of Korean and was divided into three stages: planning, writing, and evaluating Korean writing activities using general Korean writing and generative AI ChatGPT. To investigate the learning effects of writing, we examined the writing learning effect after the writing activities and analyzed the differences using the Mann-Whitney U test. For Korean writing using ChatGPT, the learning differences in each stage of planning, writing, and evaluation were analyzed using the Kruskal-Wallis test and Mann-Whitney U test. Results The results of analyzing the learning effects of the two Korean writing methods and the three stages of Korean writing using the ChatGPT did not show any statistically significant differences. However, the interviews showed that most of the learners positively evaluated the learning content, learning flow, self-anxiety, learning efficacy, and learning satisfaction with Korean writing using ChatGPT, and expressed high intentions to use ChatGPT to learn Korean writing in the future. In addition, although the learners responded positively to using ChatGPT in the planning and writing stages, it seemed that it could not replace the teacher’s role because it aimed for more specific points and corrections in the evaluation stage. Conclusions This study suggests that learners can learn to write most effectively by actively utilizing AI ChatGPT in the planning and writing stages of writing and receiving guidance from a teacher in the evaluation stage.
{"title":"The learning effects of Korean writing through generative AI ChatGPT for Chinese learners","authors":"Yaqiong Yu, HoonSik Yoo","doi":"10.22251/jlcci.2024.24.9.361","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.9.361","url":null,"abstract":"Objectives The purpose of this study is to investigate the learning effects of the two methods of learning Korean writing by Chinese advanced-level learners of Korean writing using general Korean writing and generative AI ChatGPT. \u0000Methods This study was conducted on 20 Chinese advanced-level learners of Korean and was divided into three stages: planning, writing, and evaluating Korean writing activities using general Korean writing and generative AI ChatGPT. To investigate the learning effects of writing, we examined the writing learning effect after the writing activities and analyzed the differences using the Mann-Whitney U test. For Korean writing using ChatGPT, the learning differences in each stage of planning, writing, and evaluation were analyzed using the Kruskal-Wallis test and Mann-Whitney U test. \u0000Results The results of analyzing the learning effects of the two Korean writing methods and the three stages of Korean writing using the ChatGPT did not show any statistically significant differences. However, the interviews showed that most of the learners positively evaluated the learning content, learning flow, self-anxiety, learning efficacy, and learning satisfaction with Korean writing using ChatGPT, and expressed high intentions to use ChatGPT to learn Korean writing in the future. In addition, although the learners responded positively to using ChatGPT in the planning and writing stages, it seemed that it could not replace the teacher’s role because it aimed for more specific points and corrections in the evaluation stage. \u0000Conclusions This study suggests that learners can learn to write most effectively by actively utilizing AI ChatGPT in the planning and writing stages of writing and receiving guidance from a teacher in the evaluation stage.","PeriodicalId":509731,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":"43 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140973387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-15DOI: 10.22251/jlcci.2024.24.9.1
Hyeyoung Jo, Sewon Oh
Objectives The purpose of this study is to analyze the perception level of university students regarding ChatGPT using the Borich Needs and The Locus for Focus model. Methods For this purpose, a total of 199 undergraduate students from University A in the metropolitan area were selected as participants, and the research was conducted using SPSS 25.0 and Excel software programs. Statistical significance was analyzed using t-tests to examine the differences between the current level and im-portance in IPA analysis.Borich'sNeeds and The Locus for Focus Model were examined in a 2x2 matrix, divided into four quadrants. Results The key findings of this study are as follows: First, in the IPA analysis, the reinforcement and maintenance area(HH) revealed 2 items related to understanding ChatGPT, 5items related to ChatGPT principles and applica-tions, and 1 item related to data and machine learning. The concentration management area(HL) included 1 item related to ChatGPT principles and applications, and 3 items related to data and machine learning. The low priority area(LL) consisted of 1 item related to understanding ChatGPT, 2 items related to ChatGPT principles and applica-tions, and 4 items related to social impact. The excessive area(LH) was characterized bybiaseddata in the social impact category. Second, it was found that the differences between importance and current level were higher in terms of importance for all items, except for those related to data bias. This difference was statistically significant. The priority order according to Borich's needs includes 'structuredand unstructured data', 'sensorsand perception', 'computer vision', 'concepts of AI agents' and 'conceptsand application learning of machines'. Third, The Locus for Focus model analysis revealed that the HH area consisted of 9 items, including 'speech recognition and language understanding', 'problem solving and exploration', 'representation and deduction of information', 'concepts and ap-plication learning of machines', 'concepts and application of artificial neural networks', 'data attributes', 'structured and unstructured data', 'classification models', and 'machine learning model implementation'. Fourth, a total of 6 items, including 'speech recognition and language understanding', 'representation and deduction of information', 'concepts and application learning of machines', 'concepts and application of artificial neural networks', 'structured and unstructured data', and 'classification models' were consistently rated as high priority and demanded the high-est attention. Conclusions The findings of this study indicate the need to explore ways to apply ChatGPT in education. Furthermore, it proposes a long-term education plan to enhance awareness of the social impact of ChatGPT and provide practical strategies for learning and applying it.
{"title":"Analysis of University Students' Current Level and Importance in ChatGPT Using Borich Needs and The Locus for Focus Model","authors":"Hyeyoung Jo, Sewon Oh","doi":"10.22251/jlcci.2024.24.9.1","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.9.1","url":null,"abstract":"Objectives The purpose of this study is to analyze the perception level of university students regarding ChatGPT using the Borich Needs and The Locus for Focus model. \u0000Methods For this purpose, a total of 199 undergraduate students from University A in the metropolitan area were selected as participants, and the research was conducted using SPSS 25.0 and Excel software programs. Statistical significance was analyzed using t-tests to examine the differences between the current level and im-portance in IPA analysis.Borich'sNeeds and The Locus for Focus Model were examined in a 2x2 matrix, divided into four quadrants. \u0000Results The key findings of this study are as follows: First, in the IPA analysis, the reinforcement and maintenance area(HH) revealed 2 items related to understanding ChatGPT, 5items related to ChatGPT principles and applica-tions, and 1 item related to data and machine learning. The concentration management area(HL) included 1 item related to ChatGPT principles and applications, and 3 items related to data and machine learning. The low priority area(LL) consisted of 1 item related to understanding ChatGPT, 2 items related to ChatGPT principles and applica-tions, and 4 items related to social impact. The excessive area(LH) was characterized bybiaseddata in the social impact category. Second, it was found that the differences between importance and current level were higher in terms of importance for all items, except for those related to data bias. This difference was statistically significant. The priority order according to Borich's needs includes 'structuredand unstructured data', 'sensorsand perception', 'computer vision', 'concepts of AI agents' and 'conceptsand application learning of machines'. Third, The Locus for Focus model analysis revealed that the HH area consisted of 9 items, including 'speech recognition and language understanding', 'problem solving and exploration', 'representation and deduction of information', 'concepts and ap-plication learning of machines', 'concepts and application of artificial neural networks', 'data attributes', 'structured and unstructured data', 'classification models', and 'machine learning model implementation'. Fourth, a total of 6 items, including 'speech recognition and language understanding', 'representation and deduction of information', 'concepts and application learning of machines', 'concepts and application of artificial neural networks', 'structured and unstructured data', and 'classification models' were consistently rated as high priority and demanded the high-est attention. \u0000Conclusions The findings of this study indicate the need to explore ways to apply ChatGPT in education. Furthermore, it proposes a long-term education plan to enhance awareness of the social impact of ChatGPT and provide practical strategies for learning and applying it.","PeriodicalId":509731,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":"3 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140974545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-15DOI: 10.22251/jlcci.2024.24.9.173
Ga-young Yun
Objectives The purpose of this study is to explore the characteristics of instructions recognized as having a high learning effect and as having a low learning effect. Methods For this purpose, we conducted written interviews using online platform with 18 prospective instructors who are experiencing the pre-instructor course at the graduate school of education. It was designed to focus on instructions experienced before, not on instructions currently being taken, and through this, the process and effect of learning could be reported more objectively. The collected qualitative data were analyzed using a thematic anal-ysis method, and the learning process of instructions with high learning effects and instructions with low learning effects were derived and presented in a diagram. Results As a result of the study, 3 main categories, 9 themes, and 19 subcategories were derived as character-istics of the learning process included in instruction with high learning effect, and the amount of learning load, dif-ficulty, and responsibility perceived by learners were also confirmed along with the learning burden factors. As for the instruction with low learning effect, 3 main categories, 9 themes, and 18 subcategories were derived, and these included ‘no task’ and ‘no burden’. In the instruction with high learning effect, the focus of assignments and evaluations was on the learning process and performance, and improvement and feedback were made through the feedback of the instructor. In the instruction with low learning effect, the focus of assignments and evaluations was on organizing, summarizing, and general evaluation, and it was difficult to confirm improvement and feedback through instructor's feedback. Moreover, the difficulty and amount of learning load in the class were burden factors that appeared in both classes with high and low learning effects. Considering these results, instructors need to consider ways to have explanatory power to effectively deliver class content by analyzing learners' levels rather than reducing the difficulty and amount of learning. Conclusions Based on these findings, recommendations were provided to guide professors in aiming for and de-signing effective instructions.
{"title":"A Study on the Learning Process and Evaluation Characteristics with High and Low Learning Effects: Focusing on the Experience of Prospective Instructors","authors":"Ga-young Yun","doi":"10.22251/jlcci.2024.24.9.173","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.9.173","url":null,"abstract":"Objectives The purpose of this study is to explore the characteristics of instructions recognized as having a high learning effect and as having a low learning effect. \u0000Methods For this purpose, we conducted written interviews using online platform with 18 prospective instructors who are experiencing the pre-instructor course at the graduate school of education. It was designed to focus on instructions experienced before, not on instructions currently being taken, and through this, the process and effect of learning could be reported more objectively. The collected qualitative data were analyzed using a thematic anal-ysis method, and the learning process of instructions with high learning effects and instructions with low learning effects were derived and presented in a diagram. \u0000Results As a result of the study, 3 main categories, 9 themes, and 19 subcategories were derived as character-istics of the learning process included in instruction with high learning effect, and the amount of learning load, dif-ficulty, and responsibility perceived by learners were also confirmed along with the learning burden factors. As for the instruction with low learning effect, 3 main categories, 9 themes, and 18 subcategories were derived, and these included ‘no task’ and ‘no burden’. In the instruction with high learning effect, the focus of assignments and evaluations was on the learning process and performance, and improvement and feedback were made through the feedback of the instructor. In the instruction with low learning effect, the focus of assignments and evaluations was on organizing, summarizing, and general evaluation, and it was difficult to confirm improvement and feedback through instructor's feedback. Moreover, the difficulty and amount of learning load in the class were burden factors that appeared in both classes with high and low learning effects. Considering these results, instructors need to consider ways to have explanatory power to effectively deliver class content by analyzing learners' levels rather than reducing the difficulty and amount of learning. \u0000Conclusions Based on these findings, recommendations were provided to guide professors in aiming for and de-signing effective instructions.","PeriodicalId":509731,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":"13 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140974723","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-15DOI: 10.22251/jlcci.2024.24.9.815
Jungeun Kim, Eunah Kim
Objectives A group of various stakeholders itself cannot automatically guarantee learning for co-creation. For the creation of collective knowledge, intermediary activities that can interconnect and integrate several subjects with different interests, backgrounds, experiences, and knowledge are essential. Living Lab is a place of collective learning based on the horizontal cooperative relationship between private, public, industry, and academia, and is a representative form of co-creation. However, in the case of Living Lab in Korea, research from the perspective of collective learning through co-creation has hardly been conducted. Therefore, this study aims to analyze the collective learning of Living Lab and derive implications, focusing on intermediary activities. Methods A qualitative case study was conducted on the ‘Smart Farm Planning Living Lab for Revitalizing the Old Urban Community’ held in Innovation District, Incheon. In order to structure interactions for collective learning, ac-tivities and tasks for each stage of the Living Lab were organized around the process and results of collective learn-ing, and then classified and analyzed as detailed intermediary activities of facilitating, configuring, brokering ac-cording to the definition of Hakkarainen & Hyysalo(2016). Results In all three stages of Living Lab, the proportion of facilitating was the highest, and brokering were common. This can be interpreted as a result showing that intermediary activities that facilitate actors' activities and broker connections between actors are essential in the process of co-creation to solve social problems. Next, through the three stages of Living Lab, all detailed intermediary activities of the facilitating, configuring, brokering appeared, and it was confirmed that the proportion of detailed intermediary activities was different for each stage of progress. This shows that it is necessary to pay attention to the importance and multifacetedness of interme-diary activities that are overlooked in co-creation through Living Lab. Conclusions This study supports the results of previous studies that the intermediary activities that contribute to collecitve learning and co-creation of Living Lab need to be extended and understood into three types: configuring and brokering as well as facilitating. In addition, the diversity of intermediary activities has important implications for the practical guidelines for Living Lab operation, which are characterized by a spiral development structure that changes according to the results of interaction and learning. Finally, the recognition of the intermediary's unique interactional expertise and the need for research on practical curriculum development and field operation guide-lines based on it were proposed.
{"title":"A Case Study on Collective Learning and Intermediary Activities in Living Lab","authors":"Jungeun Kim, Eunah Kim","doi":"10.22251/jlcci.2024.24.9.815","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.9.815","url":null,"abstract":"Objectives A group of various stakeholders itself cannot automatically guarantee learning for co-creation. For the creation of collective knowledge, intermediary activities that can interconnect and integrate several subjects with different interests, backgrounds, experiences, and knowledge are essential. Living Lab is a place of collective learning based on the horizontal cooperative relationship between private, public, industry, and academia, and is a representative form of co-creation. However, in the case of Living Lab in Korea, research from the perspective of collective learning through co-creation has hardly been conducted. Therefore, this study aims to analyze the collective learning of Living Lab and derive implications, focusing on intermediary activities. \u0000Methods A qualitative case study was conducted on the ‘Smart Farm Planning Living Lab for Revitalizing the Old Urban Community’ held in Innovation District, Incheon. In order to structure interactions for collective learning, ac-tivities and tasks for each stage of the Living Lab were organized around the process and results of collective learn-ing, and then classified and analyzed as detailed intermediary activities of facilitating, configuring, brokering ac-cording to the definition of Hakkarainen & Hyysalo(2016). \u0000Results In all three stages of Living Lab, the proportion of facilitating was the highest, and brokering were common. This can be interpreted as a result showing that intermediary activities that facilitate actors' activities and broker connections between actors are essential in the process of co-creation to solve social problems. Next, through the three stages of Living Lab, all detailed intermediary activities of the facilitating, configuring, brokering appeared, and it was confirmed that the proportion of detailed intermediary activities was different for each stage of progress. This shows that it is necessary to pay attention to the importance and multifacetedness of interme-diary activities that are overlooked in co-creation through Living Lab. \u0000Conclusions This study supports the results of previous studies that the intermediary activities that contribute to collecitve learning and co-creation of Living Lab need to be extended and understood into three types: configuring and brokering as well as facilitating. In addition, the diversity of intermediary activities has important implications for the practical guidelines for Living Lab operation, which are characterized by a spiral development structure that changes according to the results of interaction and learning. Finally, the recognition of the intermediary's unique interactional expertise and the need for research on practical curriculum development and field operation guide-lines based on it were proposed.","PeriodicalId":509731,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":"61 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140975015","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-15DOI: 10.22251/jlcci.2024.24.9.689
Chae-Ri Kwon, Hoo-Jo Hong
Objectives The purposes of this study is to develop career-differentiated English subject syllabus necessary to implement a career-differentiated curriculum in academic high school. Methods To achieve this, the researcher presented a career-differentiated design proposal for English subjects to 130 teachers who specialized in English or educational curriculum. The approach involved obtaining feedback from them and tentatively finalizing the design proposal based on their opinions. Results This study drew the following conclusions. Firstly, it is necessary to differentiate English subject according to career course and as the grade goes up, English subject can be further differentiated according to the courses that require specialization. Secondly, English subject should be differentiated according to its level and function. Lastly, in terms of course completion system, adopting large-scale unit system will be able the career-differ-entiated English curriculum to operate well. Based on these results, English subject syllabuses were developed for literacy course, science course, art course, and athletics course. Conclusions The developed career-differentiated English subject syllabus will provide students with learning op-portunities that align with their diverse career inclinations. Students will have the chance to experience in-depth learning tailored to the characteristics of English curriculum subjects, enabling them to make informed decisions about their career paths through the selection and completion of English courses.
{"title":"A Study on English Subjects Differentiation Method according to Career in Academic High School","authors":"Chae-Ri Kwon, Hoo-Jo Hong","doi":"10.22251/jlcci.2024.24.9.689","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.9.689","url":null,"abstract":"Objectives The purposes of this study is to develop career-differentiated English subject syllabus necessary to implement a career-differentiated curriculum in academic high school. \u0000Methods To achieve this, the researcher presented a career-differentiated design proposal for English subjects to 130 teachers who specialized in English or educational curriculum. The approach involved obtaining feedback from them and tentatively finalizing the design proposal based on their opinions. \u0000Results This study drew the following conclusions. Firstly, it is necessary to differentiate English subject according to career course and as the grade goes up, English subject can be further differentiated according to the courses that require specialization. Secondly, English subject should be differentiated according to its level and function. Lastly, in terms of course completion system, adopting large-scale unit system will be able the career-differ-entiated English curriculum to operate well. Based on these results, English subject syllabuses were developed for literacy course, science course, art course, and athletics course. \u0000Conclusions The developed career-differentiated English subject syllabus will provide students with learning op-portunities that align with their diverse career inclinations. Students will have the chance to experience in-depth learning tailored to the characteristics of English curriculum subjects, enabling them to make informed decisions about their career paths through the selection and completion of English courses.","PeriodicalId":509731,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":"17 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140976190","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：