Earticle

The development of social media is beneficial for users to quickly access various types of information online. However, this can be a risky for teenagers under the age of 18 years because they may become exposed to information that is unsuitable for them. It is important to classify restricted and unrestricted content to protect teenagers’ online safety because teenagers are more likely to be negatively affected by biased and harmful content than adults are. We suggest a strategy for classifying restricted and unrestricted content in this study by examining content comments. We collected and cleaned comments obtained from YouTube. Word2vec was used to display comments as vectors, and the classifier was established using convolutional neural network and long short-term memory. We hope our works can contribute to making the social media environment more secure to protect the physical and mental health of teenagers.

STEAM 교육은 과학·기술·공학·예술·수학 교과의 연계 지도를 통해 학습자의 과학기술에 대한 흥미와 이해를 높이고 융합적 사고와 문제해결능력을 배양할 수 있도록 주제 중심의 학습 내용으로 교육과정을 재구성하여 가르치는 것이다. 따라서 본 논문에서는 초등학교에서 운영할 수 있는 STEAM 교육과정을 프로젝트 기반 학습 형태로 설계하고 운영에 필요한 교수·학습 자료를 제작하였다. 또한 STEAM 교육에서 IT 기술이 모의실험 도구로 활용될 수 있는 방안을 모색하여 프로젝트 기반 학습의 교육 효과를 높이고자 안드로이드 기반에서 애플리케이션을 개발하였다.

STEAM education is a topic-based curriculum to integrate the concepts into other subjects such as science, technology, engineering, art and mathematics in order to improve the students' interesting, understanding, integrated thinking and problem solving ability. In this paper, we designed STEAM curriculum in the form of Project-based Learning and developed the material for elementary students. We also developed the android-based application through searching for a utilization of IT simulation for enhancement the students' Project-based Learning effect.

The job mismatch between job seekers and SMEs is becoming more and more intensifying with the serious difficulties in youth employment. In this study, a bi-directional content-based metric learning model is proposed to recommend suitable jobs for job seekers and suitable job seekers for SMEs, respectively. The proposed model not only enables bi-directional recommendation, but also enables HR matching without relearning for new job seekers and new job offers. As a result of the experiment, the proposed model showed superior performance in terms of precision, recall, and f1 than the existing collaborative filtering model named NCF+GMF. The proposed model is also confirmed that it is an evolutionary model that improves performance as training data increases.

[연구목적] 본 연구는 로컬콘텐츠 기반의 글로컬크리에이터 수업이 학습성과 및 수업만족도에 미치는 영향을 실증적으로 분석하고자 하였다. 특히, 지역 현장 상주형 실습과 다수 교수진의 코티칭(Co-teaching) 방식이 결합된 교육모델을 통해, 기존 이론 중심 창업교육이 해결하지 못했던 실천적 역량 강화 및 학습경험의 질적 변화를 검증하고자 하였다. [연구방법] 부산 지역 전통시장 및 상권 등의 로컬콘덴츠를 기반으로 운영된 글로컬 크리에이터 수업에 참여한 대학생을 대상으로 설문조사를 실시하였다. 주요 변수는 현장성(Field Intensity), 코티칭 만족도(Co-teaching Satisfaction), 학습성과(Learning Outcomes), 수업만족도(Satisfaction)로 구성되었으며, 다중회귀분석 및 매개효과 분석을 수행하였다. [연구결과] 실증분석 결과, 현장성과 코티칭은 모두 학습성과에 유의한 정(+)의 영향을 미치는 것으로 나타났다. 또한 두 변수 간 상호작용 효과가 유의하게 나타나, 경험학습과 코티칭이 상호보완적으로 작용하여 학습성과를 증대시키는 것으로 확인되었다. 추가적으로, 학습성과는 수업만족도에 강한 영향을 미치며, 교육설계가 수업만족도에 영향을 미치는 주요 매개 메커니즘으로 작용하는 것으로 나타났다. 특히 현장성의 효과는 학습성과를 통해 대부분 간접적으로 전달되는 반면, 코티칭은 직접효과와 간접효과를 동시에 가지는 것으로 분석되었다. [연구의 시사점]본 연구는 지역기반 실습교육의 효과를 실증적으로 규명함으로써 기존 창업교육 연구의 한계를 확장하였다. 특히 현장 기반 실습과 코티칭 교수법의 결합이 학습성과를 극대화하고 만족도를 향상시키는 구조적 메커니즘을 제시하여, 대학교육에서 지역사회 연계 교육, 실습 중심 교육과정 설계, 교수 협력체제 확대 등에 실질적 시사점을 제공할 수 있을 것이다. 또한 본 연구의 결과는 글로컬 인재 양성을 위한 대학 교육모델 개발에 중요한 기초자료로 활용될 수 있을 것이다.

[Purpose] This study examines how field-based experiential learning and co-teaching jointly influence student learning outcomes and course satisfaction in entrepreneurship education. In particular, this study focuses on how field-based experiential learning and co-teaching jointly influence educational effectiveness, and investigates whether learning outcomes function as a mediating mechanism linking instructional design to student satisfaction. [Methodology]A survey was conducted with university students who participated in a glocal entrepreneurship program implemented in local markets and commercial districts in Busan, South Korea. Key variables included Field Intensity, Co-teaching Satisfaction, Learning Outcomes, and Course Satisfaction. Statistical analyses—descriptive statistics, reliability testing, correlation analysis, multiple regression, interaction effect testing, mediation analysis, and robustness checks—were performed to examine the structural relationships among variables. [Findings]Using survey data collected from a field-immersion entrepreneurship program, we conduct confirmatory factor analysis and multivariate regression analyses. The results show that both field intensity and co-teaching have positive and significant effects on learning outcomes. In addition, we find a significant interaction effect, indicating that experiential learning and co-teaching function as complementary elements that jointly enhance student performance. Further analysis reveals that learning outcomes strongly predict course satisfaction and serve as a key mediating mechanism through which instructional design influences satisfaction. Specifically, the effect of field intensity on satisfaction is largely mediated by learning outcomes, whereas co-teaching exhibits both direct and indirect effects. [Implications]This study contributes to the literature by providing empirical evidence on the effectiveness of integrating field-based experiential learning and co-teaching in entrepreneurship education. It highlights that these two instructional elements function not as independent factors but as complementary mechanisms that jointly enhance learning outcomes and satisfaction. The findings offer important theoretical implications for experiential learning and instructional design, and provide practical insights for higher education institutions seeking to develop effective, field-oriented, and collaborative education programs.

본 연구는 3세~5세를 대상으로 하는 모바일 AR(Augmented Reality, 증강현실) 기반의 "낱말카드" 교구를 설계 제안하고 있다. 본 연구에서는 동기유발과 몰입도 향상을 목적으로 학습구조를 도출하고, 도출된 학습구조를 적용한 사용자 인터페이스를 설계해 이를 구현한다. 그리고 콘텐츠 제작을 지원하는 콘텐츠 관리도구를 설계하여, 교수자가 여러 학습자의 콘텐츠를 관리하기 용이하도록 제안하고 있다. 이를 위해 관련 연구 분석, 학습자용 AR 유아 언어교육 콘텐츠 설계, 교수자용 AR 유아 언어교육 콘텐츠 관리도구 설계, AR기반 언어학습도구의 효과검증의 4단계로 연구를 진행하였다. 본 연구에서 제안하고 있는 AR 유아 언어 교육 콘텐츠는 몰입도 향상과 동기유발을 위한 학습구조로 설계되었고, AR 교육 콘텐츠 갱신의 어려움을 극복하기 위하여 일반 교수자가 손쉽게 AR 타겟과 교육 내용을 등록 관리할 수 있는 교수자용 AR 콘텐츠 관리 도구를 포함하고 있다. 제안 콘텐츠를 통한 학습 몰입도 향상 검증 및 콘텐츠 설계 확장을 위한 사전 실험으로 3~4세 유아 6명을 대상으로 한 실험 수업을 진행하였다. 실험결과 몰입도 향상 효과를 검증할 수 있었고, 교수자의 설문의견을 통하여 유아를 위한 차별화된 인터랙션의 설계의 필요성을 도출하였다.

This study proposes a mobile Augmented Reality (AR)-based "word card" learning tool for children aged 3 to 5. First, this study suggests a learning structure to improve motivation and immersion of learning, Secondly, it designs and implements the user interface applying the proposed learning structure. Also, it designs a content management tool supporting the production of the content so that instructors can easily manage the contents for various learners. This study is conducted by four steps - reference research, design of "word card" learning content for the learner, design of content management tool for the instructor and the effectiveness verification of the proposed content. The proposed content was designed based on an education content architecture for enhancement of immersion and motivation to study. Moreover, it includes an 'AR content management tool for instructor' designed to easily update AR education content. The class for six children aged 3 to 5 was given to validate the enhancement of immersion to study. Experiment results showed that the proposed content enhanced the study immersion and that special interaction design for early children was necessary.

Purpose: This study was conducted to delve into the perceptions of nursing students regarding the roles of learners and instructors in the context of team-based learning. Methods: The participants in the study were 23 fourth-year nursing students who had completed a team-based simulation practicum course. Textual data were collected from students’ reflection journals and a post-lecture open-ended survey, and then scrutinized through a quantitative content analysis. Results: According to participating students, the roles of learners were prioritized in terms of “activeness,” “self-directed learning,” “expressing opinions,” “sharing responsibilities and collaboration,” and “acting as teachers to each other.” In addition, key aspects of the instructor’s role were identified as “correcting errors,” “directional guidance,” “providing materials,” “resolving conflicts between students,” and “support.” Conclusion: When team-based learning is applied in nursing education, the faculty must emphasize student accountability and a well-defined understanding of the instructor’s role. Various facilitating strategies should be actively explored to improve the overall quality of team dynamics.

Purpose: This study investigated the effects of online collaborative content-based education on self-directed learning abilities and learning flow. Methods: Data were collected from one hundred seven nursing students enrolled in a gerontological nursing course during the first semester of 2022. Students' attitudes toward online collaborative content-based education, self-directed learning ability, and learning flow were assessed using online surveys conducted before the course began in March and after its completion in May following the final exam. Data were analyzed using SPSS version 22.0. Results: More than half of the students responded positively to the online collaborative content-based educational method. Fully recorded online lectures were the most preferred format, both before (76.6%) and after (75.7%) the course. A comparison of self-directed learning ability and learning flow scores before and after the course showed a statistically significant overall improvement. Conclusion: The findings indicate that online collaborative content-based education significantly enhances students' self-directed learning abilities and learning flow. These results suggest that such teaching methods may serve as useful foundational evidence for designing nursing curricula.

본 연구의 목적은 간호학과 문제중심학습에서 튜터의 내용전문성과 튜터경험에 따른 학습자의 만족도 차이를 확인하는 것이다. 연구대상인 간호학과는 전체 학년을 대상으로 간호학 전공교과목을 통합한 hybrid PBL curriculum을 운영하고 있다. 튜터의 내용전문성은 최종 학위논문과 근무했던 임상분야를 기준으로 분류하였다. PBL 튜터경험은 초보자는 1년 이하, 경력자는 10년 이상인 경우이다. 3학년을 대상으로 6주 동안 PBL 수업 후 설문조사하였다. 연구결과 튜터의 내용전문성에 따라 학습자 만족도에는 통계적으로 유의한 차이가 있었으나 튜터경험에 따른 학습자 만족도와 튜터의 내용전문성과 튜터경험간의 상호작용 효과는 유의하지 않았다. 본 연구는 PBL에서 내용전문가로서의 튜터역할에 대한 중요성을 환기시켰다고 할 수 있다. 향후 다양한 학과와 전공분야를 가진 더 많은 튜터를 대상으로 한 추후연구가 반복되어야 하며 학습자 만족도 외의 다양한 변인과의 차이를 측정해봐야 할 것이다.

The purpose of this study is to identify the differences of student satisfaction depending on tutor's content expertise and experience in PBL of nursing. Nursing department, the subject of this study, is operating Hybrid PBL Curriculum that integrates the courses in nursing for all grades. Tutor's expertise was categorized based on their final dissertations and the clinical fields for which they worked. Tutor's experience in PBL is less than one year for beginners and more than 10 years for experts. After the PBL class for 6 weeks, the 3rd grade students were surveyed. The results showed that there was a statistically significant difference in the student satisfaction according to the content expertise, however, the student satisfaction depending on tutor's experience and the interaction effect between tutor's content expertise and experience were not significant. This study has raised the importance of the role of tutor as content expert in PBL. It is suggested that future studies be repeated for more tutors with diverse subject areas and majors to examine the differences between diverse variables other than student satisfaction.

본 연구는 중·고등학생 청소년들의 공동체의식과 기부기관신뢰가 기부동기와 기부태도에 미치는 영향력을 파악하는데 연구의 목적을 두었다. 이를 위하여 충청남도 S시, D시, T군 및 H군 4개 지역에서 청소년 901명을 대상으로 설문조사를 실시하였고 자료 분석은 빈도분석, T-test, ANOVA, 상관분석 및 구조방정식 모형 분석을 수행하였다. 주된 연구 결과는 다음과 같다. 첫째, 기부태도는 여학생이 남학생보다, 고등학생이 중학생보다 높았다. 둘째, 상관분석 결과 기부태도는 공동체의식, 기부기관신뢰 및 기부동기와 정적 상관관계를 보였다. 셋째, 구조방정식 모형 분석 결과, 공동체의식과 기부기관신뢰 모두 기부동기를 완전 매개로 하여 기부태도에 긍정적 영향을 미쳤다. 끝으로 본 연구의 한계와 기부 활성화를 위한 정책적 함의를 제시하였다.

The purpose of this study was to investigate the effects of a sense of community and trust in charitable organization on donation motive and attitude. For this study, 901 adolescents were surveyed in four areas of Chungnam province. And data analysis was performed by frequency analysis, T-test, ANOVA, correlation analysis, and structural equation modeling. The major results were as follow. First, it was found out that donation attitude was higher in female adolescents than male adolescents, and in high school students than middle school students. Second, there were positively significant correlation among a sense of community, trust in charitable organization, donation motive, and donation attitude. Third, as a result of SEM, donation motive was fully mediated between trust in charitable organization and donation attitude as well as between a sense of community and donation attitude. Lastly, the limitations of this study and policy implication for the activation of donation were presented.

본 연구는 셰익스피어의 고전 희곡이 현대 콘텐츠 산업에서 OSMU(One Source Multi Use) 전략 및 유사 트랜스미디어 스토리텔링 전략을 통해 어떻게 재맥락 화되고 있으며, 이러한 사례들이 창작자 교육에 실천적으로 활용될 수 있는지를 고찰한다. 분석 대상은 <오필리아> (2018), <내가 널 사랑할 수 없는 10가지 이 유> (1999), <Romeo + Juliet> (1996), <셰익스피어 인 러브> (1998)이며, 각 사례는 시점 전환, 장르 변형, 시청각 언어의 현대화, 메타서사 구성 등의 전략을 통 해 고전 텍스트를 동시대 콘텐츠로 재구성한다. 특히 전문대학 교양과목 <레퍼런스 시리즈: 셰익스피어>의 프로젝트 기반 학습(PBL) 수업을 사례로, 고전 텍스트 가 이론 학습을 넘어 창작 실습의 자원으로 전환되는 교육적 가능성을 실증적으로 분석하였다. 수업 설계는 고전 원작과 현대 각색 콘텐츠의 비교 분석, 창작 기획 안 작성, 수강생 설문조사를 통합하여 구성되었으며, 수강생들은 고전에 대한 인식 전환과 콘텐츠 전략에 대한 실천적 이해를 경험하였다. 정성·정량 분석 결과, 학 습자들은 고전 텍스트를 동시대 창작 자원으로 인식하고, 서사 전략을 실제 기획에 적용할 수 있는 역량을 일부 확보한 것으로 나타났다. 본 연구는 ‘유사 트랜스미 디어’ 개념을 교육적 맥락에 도입함으로써, 고전 IP가 융합형 창작 교육의 실천 자원으로 활용될 수 있는 가능성을 시사하며, 고전 텍스트 기반 창작자 교육의 대안 적 모델을 탐색하는 데 이론적·실천적 단초를 제공하고자 한다.

This study examines how William Shakespeare’s classical plays are recontextualized in the contemporary content industry through the application of One Source Multi Use (OSMU) strategies and quasi-transmedia storytelling, and explores how such cases may be meaningfully integrated into creator education. Focusing on four representative adaptations Ophelia (2018), 10 Things I Hate About You (1999), Romeo + Juliet (1996), and Shakespeare in Love (1998) the study analyzes strategies such as narrative reframing, genre transformation, audiovisual modernization, and meta-narrative construction as key forms of remediation. In particular, this research investigates a project-based learning (PBL) course titled Reference Series: Shakespeare, conducted at a college liberal arts center, to assess the pedagogical potential of transforming classical texts into practical materials for content planning and creative development. The course combined textual analysis, adaptation comparison, and final project production, and survey responses revealed students’ cognitive shifts regarding classical works and an improved understanding of narrative strategies. Both quantitative and qualitative results indicated that students were able to perceive classical texts as viable creative resources and to apply selected storytelling techniques in their own project ideas. By introducing the notion of ”quasi-transmedia storytelling” within educational contexts, this study suggests that classical IPs can function as dynamic resources for interdisciplinary and practice-based creator training. Rather than prescribing a definitive model, the study offers a conceptual and practical starting point for future curricular designs that aim to bridge classical literature, media strategy, and creative pedagogy.

본 논문은 스마트 기기의 터치 인터페이스를 활용하여 학습자가 직접 입체 학습 콘텐츠를 제어함으로써 보다 실감적인 교육 환경을 구축하고자 한다. 또한 기존의 입체 학습 콘텐츠는 제작의 어려움으로 인해 콘텐츠 확보와 제공에 한계가 있어 교사 및 학습자가 직접 콘텐츠를 제작하고 공유할 수 있도록 프레임워크를 설계하였다. 프레임워크는 직관적인 XML 언어로 구성되고 안드로이드가 탑재된 기기에서 재생 및 저작이 가능하도록 어플리케이션을 구현하였으며 콘텐츠 공유를 위한 서버 환경도 구축하였다. 제안한 프레임워크는 전문가 평가를 통해 타당성을 검증한 결과 새로운 학습 콘텐츠 활용 가능성 면에서 긍정적으로 분석되었다.

In this paper, a touch interface of a smart device using, learner controlled by three-dimensional learning content for more realistic learning environment will be constructed. Fabrication of three-dimensional learning content is difficult. So teachers and learners to create content and share content, a framework was designed. The framework consists of an XML language and intuitive. Android-based devices are available from the playback and authoring. Server environment for content sharing was established. The proposed framework is verified through expert evaluation. In result, it was positively evaluated in terms of usability.

To date, most e-learning systems have not reflected emotion of users effectively as against off-line learning (system) that has sufficiently considered it. They might cause several prob-lems hindering e-learning from effectiveness. Overcoming this weakness, we introduce a methodology that measures user’s brain wave and recommends learning content to user based on it. In this paper, we assume that a person would have similar tendency with some-one whose brain wave patterns are like his, and use it for recommendation of learning con-tent type. As a technique for our experiment, we use kNN-Recommendation, learning content type recommendation system, based on brain wave data that appears in studying. Our system can solve cold-start problem that occurs in typical recommendation system and we addition-ally propose harmony value for better accuracy of recommendation that is calculated with recommended values from preceding our profile based recommendation system. We check advanced performance using several experiments.

This study proposes the development of ‘Mandala 37’, a puzzle game based content that learns the principles of 37 Honored Ones within the Diamond World Mandala. The proposed game is a new type of learning content that combines the development process of 37 Honored Ones with the characteristics of the puzzle game. It aims to increase the understanding of Buddhist content by inducing learners' interest and increasing their concentration. Learners can learn and understand the principles of the emergence of 37 Honored Ones naturally through the rules of the game. This study introduces the implementation process of the proposed game and explains how learners perceive the principle of 37 Honored Ones within the Diamond World Mandala through the game.

How to teach culture in language classes? What to teach for culture? These have been ceaseless concerns of teachers since the 7th Educational Curriculum. The 2015 Revised Educational Curriculum, which will apply from 2018, requires that students’ choices and needs be procured and student-centered collaboration learning be emphasized as well as teaching both language functions and culture through multimedia. This study investigates the change and improvement from communication-centered teaching to content-based teaching in foreign language teaching methods, and from input-based learning to output-based learning in language acquisition principles. The future class should provide more opportunities for output rather than input and focus on learner-centered practices such as presentation, discussion, collaboration, and group activities. The researcher argues that communicative competence should be improved through learning content naturally. Therefore, the primary concern of class should be what the ‘contents’ are. Content-based learning and teaching focuses on the student as the agent of learning. This method starts from deciding on contents in which language should be utilized and proceeds to acquiring language components such as sentence structures, grammar, and vocabulary for the purpose of studying the contents. For this, the researcher introduced content-based materials which combined the four language skills and presented applicable teaching plans. The 35 contents, which comprise of ‘pop culture’ and ‘daily-based culture’, will be useful in class in a variety of ways. In school education, ‘approaching content-based learning and teaching’ enables learners to improve thinking skills and enrich experience through ‘thinking’ and ‘expressing’ class. This will make the future-oriented class possible, where students will learn how to think critically, communicate effectively, cooperate closely, and ultimately become creative.

The purpose of this study is to investigate EFL college students’ perceptions of learning subject areas through English in an attempt to measure the perceptions of their experiences of CBI. The participants in this study were 130 college students who enrolled in the subject areas via English mediated instruction in a university in Korea. Data were collected through a questionnaire and a semi-structured interview. The findings showed that students felt higher interest and strong motivation for acquiring content knowledge and English in CBI and paid more attention to the lesson. Furthermore, they showed a very positive response about the necessity of CBI. With regard to the beneficial effects of CBI for students, this study showed that students highly evaluated CBI in light of the contribution to lower levels of anxiety and the enhancement of motivation of learning English, convincing the value of CBI in the content and language learning process and the desire of taking more CBI courses in the future. However, the students, especially at low-level, expressed a great deal of anxiety due to the difficulty in understanding and also due to worrying about their own proficiency levels in comparison to others having higher English proficiency. Based on the findings, the present study offers some implications for effective CBI courses and also future studies.