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This study defined the notion of general idea on m-Learning as based upon e-Learning and mobile internet related literature review and identified the m-Learning distinctive features. Also, this study has searched for factors that are expected to influence the use intended for m-Learning from self-regulated learning, which is acknowledged to be a useful method for learning accomplishment in education field, in order to measure the relationship between learners’ motivation and use intention. Then it has empirically validated the conceptual model based on Davis’ TAM (Technology Acceptance Model). As a result, self-efficacy, self-determination, interest, contents quality, time management, help seeking, and peer study are factors affecting perceived usefulness. Also self-efficacy, self-determination, interest, contents quality, time management, and peer study are factors affecting perceived ease of use. Finally both perceived usefulness and perceived ease of use are significant factors affecting use intention.

With more advanced hardware and software, the new stage of education using technology called Mobile-Learning (m-Learning) has become an innovative root of language education. Regardless of this trend, there is little research that examines factors influencing an individual‘s intention to use m-Learning as the gateway for English learning. Therefore, this study proposes the research model to investigate factors impacting users' intention to use m-Learning for English learning. Based on Fred Davis's Technology Acceptance Model(TAM)(1989), the research model suggests Ubiquity, Mobility, Self-Directed Learning, and Enjoyment that affect to usefulness of m-Learning in English learning, which leads to learners' intention to use m-Learning for English learning. The survey of 212 participants reveals that all factors proposed in this study hold the hypotheses. Findings from this study suggest some implications for english education researchers and practitioners.

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.

There have been many experimental studies on using multimedia technology in a Korean EFL context. These studies have reported effects, but the reported results are not generalized and are different from the research setting. This meta-analysis aims to present practical common effects of E/M-learning. The purpose of this study also is to examine and extract the effects of E/M-learning. The results of the meta-analysis showed a moderate effect of E/M-learning on English learning (ES=.553). Specifically, reading (.543) and writing (.505) proficiency showed a moderate effect size. However, speaking (.382) and listening (.381) proficiency presented a small effect size. As for learning types, the effects of E-learning (.592) showed a medium effect size, but those of M-learning (.369) provided a small effect size, which means that E-learning had a stronger efffect on EFL learners. M-learning, however, could possibly influence potential learners in learning the target language through mobile learning devices due to the development of related technology. Pedagogical and research implications are discussed.

본 연구의 목적은 대학에서 UTAUT에 기반한 m-learning 학습자의 만족도에 미치는 영향을 실증적으로 검증하고자 하였다. 각 요인의 관계를 살펴보기 위하여 289부의 설문지를 SPSS 22.0, AMOS 21.0을 이용하여 분석하였다. 분석결과는 보안성이 성과기대와 노력기대에 정(+)의 영향을 미칠 것이라는 가설은 채택되었다. 다양성과 경제성도 성과기대에 영향을 미치는 것으로 나타났다. 매개변수인 성과기대와 노력기대는 학습자의 만족도에 정의 영향을 미친다는 가설은 채택되었다. 이런 결과는 UTAUT에 기반한 m-learning 운영에 필요한 기초자료를 제공하였다는 시사점이 있다. 이와 같은 시사점에도 불구하고 UTAUT에서 제시된 요인 중 일부만을 분석하였다는 한계점이 있다. 향후에는 대학생 외에 일반인에 대한 분석도 포함하여 UTAUT에 기반한 m-learning에 미치는 다양한 영향 변수에 대한 분석을 통하여 계속적으로 보완하고자 한다.

This study aims m-learning based on UTAUT and learners' satisfaction For empirical analysis, a survey was conducted on 289 university students and SPSS 22.0, AMOS 21.0 were used. The result of structual equation modeling analysis are as follows: First, performance expectancy was influenced by security, diversity, economics. Second, performance expectancy, effort expectancy affect learners' satisfaction. This research provide practical guidance in m-learning based on UTAUT amd the limltation of this research and future study are discussed. In the future, variables of m-learning based on UTAUT including the general public besides university students will be complement to analyze.

Machine learning models were developed to predict the degree of microbial quality of beef by a non-destructive method using a near-infrared hyperspectral imaging system. Beef was stored under aerobic conditions at different temperature scenarios (refrigerated, thawed after freezing, or left at room temperature) for a period of 15 days to induce freshness change and microbial growth. Hyperspectral data cubes were obtained from a data acquisition system in a darkroom environment. The total aerobic bacteria (TAB) experiment was performed in the established meat science manner to provide reference values for the microbial contamination level of the sample. The region of interest designated as the red meat region was selected for spectral extraction. Regression models were developed to predict the TAB value from the extracted data. Partial least squares regression, support vector machine, artificial neural network, and one-dimensional convolutional neural network methods were employed to construct TAB prediction models. Chemical maps were also created for each developed model to visualize the performance of the model. The model development process concluded with the iteration of all previous steps at completely different times and with different beef samples, generating the data for verification and applying it to the developed model to evaluate its versatility. As a result of the development, it was confirmed that the microbial quality of beef can be predicted by models generated from hyperspectral data (Best validation R2 = 0.8593, RMSE = 0.6947). Accurate quality prediction helps livestock breeders develop and apply better husbandry practices, which ultimately leads to higher quality beef production.

The purpose of this paper is to examine the use of mobile devices to prepare college freshmen for TOEIC vocabulary and their attitude toward the use of mobile devices for learning. To this end, 32 students enrolled in freshmen English elective courses were selected to experience M-learning of vocabulary. To measure their vocabulary increase and attitude towards M-learning, a pre-post vocabulary test was given and a pre-post attitude survey was conducted on the 32 participants. The findings are: A significant improvement was found in students’ vocabulary increase, and positive changes of the attitude was also noted in their pre-post survey comparison. The current study supports these positive effects are determined by the ubiquity and mobility as prime factors in using M-learning as found in Jung(2009). It also concurs with O(2014), in that after a semester of M-learning experience, students liked the current approach in accessibility to the learning contents anywhere anytime. However, to draw a definite conclusion for the causation of M-learning for these positive changes, a further study is suggested in a more controlled and independently paired inter-group comparison unlike the current single group pre-post comparison.

Can advances in information technology be utilized to provide access to educational resources in rural environments to help in the development of a country? Most developing countries are characterized by a large youth population and struggle to find the resources to provide basic education beyond primary school. This is true in Belize where students in rural schools often lack access to well-trained subject experts, score lower on national exams, and enroll in secondary schools at a lower rate than urban students. Utilizing mobile Internet technologies, students living without electricity can now access the same educational resources as privileged urban students. This article describes a field experiment designed to focus on learning outcomes as measured by students’ cognitive ability, self-efficacy and motivation. It compares a self-organized learning environment with one enhanced by self-regulated strategies, through a quasi-experimental design. Our results show significant improvement in students’ cognitive ability and self-efficacy.

본 연구는 선진국에서 앞장서서 선포하고 있는 세계적인 추세인 뇌발달에 대한 관심을 바탕으로 한다. 특 히 뇌발달의 기초가 되는 영아기 뇌발달에 대한 애착기반 부모교육의 중요성을 제안하였다. 현대의 부모가 편리하고 개별적으로 쉽게 접근할 수 있는 M-러닝 프로그램을 제안하였다. 뇌의 발달은 영아기에 급속도로 이루어진다. 두미발달의 원칙에 의해 출생 시에 머리와 뇌의 크기는 신체의 다른 어떤 부위보다 성인에 가깝 다. 영아기 뇌의 발달은 전적으로 생물학적 프로그램에 따른 것이 아니고 환경의 영향에 의해 민감하게 작용 한다. 안정된 애착으로 인한 효과적인 우뇌 기능의 발달은 영아가 성장하는 단계에서 최적의 발달을 위한 회 복요인이다. 안정된 애착에 의한 양육경험은 영아의 정서적 표현과 두뇌의 신경 화학적 물질에 영향을 주어 사회적, 정서적 행동조절에 긍정적인 영향을 미친다. 결국 두뇌발달의 유발요인은 안정된 애착형성이라고 할 수 있다.

This study is based on the interest in brain development, a global trend proclaimed in advanced countries. In particular, we proposed the importance of attachment-based parenting education for infants' brain development, which is the basis of brain development. We have proposed a mobile learning program that modern parents can access easily and individually. Brain development is rapid and rapid in infancy. Parenting experience by stable attachment affects the emotional expression of infants and the neurochemicals in the infant's brain, positively affecting social and emotional behavior control. Eventually, the cause of brain development may be called stable attachment formation. Lack of time was the leading cause of adult learners such as parents not attending education. M-learning is useful in addressing these shortages in the development of teaching-learning methods for higher education. Smartphone applications are designed to be self-directed learning, but there is a lack of interaction between learners and learners-teachers. The parent education application is proposed to be developed according to Seels & Richey's ADDIE model.

With growing use of smart phone, there has been increasing demands for utilizing it in the field of education in a variety of ways. Businesses have also rapidly begun to adopt and implement Smart-learning system as a part of HRD. The study aims to understand the effect of Smart-learning based on SNS technology, which can be adopted and utilized in the business area. For the purpose of this, an analysis has been conducted through reviewing definitions and concepts about technology-integrated learning, specifically Smart-learning. And then, factors for successful implementation of Smart-learning and strategies for its optimization are derived through the analysis. Another issue of the study focuses on a role of HRD in managing and implementing Smart-learning in the business field. For the meaningful results, a focus group interview and survey of 15 stakeholders in charge of Smart-learning system in a company has been made. As a result, five factors for successful implementation of Smart-learning in the business field are derived from a focus group interview and surveys; ‘CEO’s active involvement’, ’appropriateness for company policy’,’correct information’, ‘cyber security’ and ‘employees’ active participation’. The results of the study have significant implication in the field of HRD by suggesting several factors to consider in advance for successful implementation and management of Smart-learning.

This study aims to find out some learning elements in medical interpretation from the Spanish medical drama “Centro Médico,” aired in RTVE, Spanish Public TV channel, which is based on real medical stories, and to provide learning materials for efficient interpretation between Korean and Spanish. We carried out a survey of students majoring in Spanish interpretation and translation to examine how they would identify learning elements for Spanish interpretation, and how important they would think it is to nurture Spanish medical interpreters. This paper also analyzed how this study is different from the previous study on interpretation learning elements in the medical and public health sector (Han, 2019). The learning elements in Spanish medical interpretation, which this paper introduces as a strategy for smooth medical interpretation, can be used as education materials for Spanish interpretation.

장애학생들에게 주의집중은 매우 중요한 교육요소이다. 본 연구에서는 학습 장애학생들의 특성을 분석한 후, keller의 동기유발학습이론인 ARCS (Attention, Relevance, Confidence, Satisfaction)모델의 동기유발 요소와 정착학습이론의 앵커라는 자발적 인지학습을 위한 매개체, 그리고 방법적 측면의 모바일이라는 방법을 적용한 m-ARCS이론을 제시하였다. 또한, m-ARCS이론에 의해 구현한 모바일 앵커프로그램은 학습 장애학생의 특성을 고려하여 설계하여 그들의 주의집중력을 향상시킬 수 있다. 이처럼 m-ARCS이론에 의한 모바일 앵커프로그램을 구현하여 실제 학습장애 학생에게 적용한 결과, 첫째, 학습에 대한 재미와 흥미를 느끼며 동기유발 및 주의집중력이 향상 효과가 있었다. 둘째, 학습과정에서의 성공경험으로 인해 학습에 대해 전보다 자신감이 향상되었다. 셋째, 모바일 앵커프로그램을 통해 활동한 학습내용들을 자연스럽게 습득함으로써 기초․기본 학습능력이 향상되었다.

In this paper, in order to improve concentration of learning disorder students, m-ARCS model is proposed. The m-ARCS model is based on the ARCS model that is the existing representative motivation support model. The model is designed on mobile environment, and to provide motivation and concentration to learning disorder students by allowing students to engage in various real-life activities. Based on the proposed m-ARCS model, a mobile anchor program is designed and implemented. The followings are concluded after applying the mobile anchor program to learning disorder students. First, students are highly motivated and concentrated by the program. Second, students gain confidence by feeling of success during their study. Third, their basic study ability is improved via the mobile anchor program activities.

With the development of technologies such as the Internet, big data, cloud computing, artificial intelligence, and mobile terminals, the combination of mobile learning and traditional Chinese teaching is a general trend. The application of mobile learning in Chinese teaching events extends the traditional teaching classroom, strengthens the teaching context of Chinese teaching, and ensures the modernity of Chinese classroom teaching. There are still many problems in the application of mobile learning to Chinese teaching. However, from the perspective of the development of mobile learning, mobile learning is undoubtedly an epochal trend in the development of Chinese teaching models. According to teaching practice, the classroom application of mobile learning software to assist Chinese teaching can enhance the interest, convenience, timeliness and interactivity of teaching. The mobile learning model makes the traditional Chinese classroom more personalized, and teaching is more conducive to individual development. Mobile learning can break the limitations of practice and space and effectively integrate students' scattered time. The reasonable use of mobile phone software can effectively assist traditional classroom teaching, make up for the shortcomings of traditional classroom teaching, and help students improve their Chinese proficiency. Through teaching practice, there are still shortcomings in the classroom application of mobile learning mode. Mainly manifested in the rationality of smart phone software selection, practicality of application, student self-control ability and dependence on software. In this regard, the author puts forward several suggestions on the application of mobile learning models in Chinese teaching, which will play a role in inducing more systematic and perfect mobile learning in Chinese teaching in the future.

With the development of network technology and the popularization of mobile terminals, the research and development of M-Learning resources based on iPad-user interaction technology, namely e-textbooks, has attracted increasing attention in global educative reforms. On the basis of the research on iPad’s user-machine interaction technology, this paper takes the bilingual e-textbooks development of The Kazak Alphabet as an example. It proposes basic steps and framework of the research and development and summarizes the key interaction technology and the ways of realization of preparing, developing, packaging and publishing in the hope that it can provide the foundation for the development of M-Learning and bilingual education.

Nowadays, the progress of information and communications technology and information of society has made wire/wireless-based communications become a popular approach, being a widely used methodology for delivering various educational programs and organizational business situations, such as continuous education, online academic lecture, distant private trainings in companies, and other similar cases. Graduate students and company employees are continuously in need to learn more advanced knowledge, but oftentimes have limited opportunities due to time, location, and cost limitations involved in traditional learning. Distance education by means of a Mobile Learning Environment (MLE) is strongly requested to solve these problems. Such systems could help in organizing a meeting comfortably via the network environment. This highly technological innovation is used to link multiple users to join from any place to meet in a virtual environment. It also brings change in education-based communication by reducing the operational administrative costs and can make educational content competition stronger. Occasionally, the social communication demand for internationalized educational program is continuously increasing. Hence, the role of universities is to change the direction of the learning environment from the traditional classroom into wire/wireless-based communications for learning. Accordingly, these higher educational institutions are expected to spearhead that change direction with distant learning, or distant lecture technologies. In this paper, we present the policy and target of higher educational models using STEAM.

Mobile learning is constantly evolving, following the shift of mobile technologies from laptops to handheld devices and smartphones. Indeed, the opportunities for innovation in this area are numerous and constantly under the focus of all the parties involved, ranging from traditional schools and universities to individual learners. However, mobile technology brings along increased threats to system and data security and privacy, given the fact that learners and educators are mobile, and in most cases, permitted to use their own mobile devices to access resources and services. After identifying the challenges, this paper provides a comprehensive review and classification of the state-of-the-art research on security and privacy in the m-learning realm and beyond. As far as we are aware of, this is the first time an exhaustive and detailed survey of this kind is attempted.

As Information and Communication Technologies (ICT) are developing frequently, new learning approaches have been introduced to facilitate teaching and learning processes. Mobile devices are growing in popularity and there has been an increasing interest in their potential as innovative tools for learning. Mobile learning or shortly (M-learning) is a new learning approach intending to use mobile devices such as laptops, smart phones and personal digital assistant (PDA) in learning process in any place and at any time. M-learning application needs to be designed in a way that considers the special features and constraints of mobile devices such as screen size, available storage, processor speed and battery life. This paper explores the existing design approaches for M-learning and highlights their main limitations. As a step forward in this direction, this paper also proposes a new design approach for M-learning applications focusing mainly on three main aspects: learner, learning content and technology. The approach consists of three phases: starting dimensions (SD) phase, M-learning Development (MLD) phase and Learning Content Design (LCD) phase. Finally, this paper provides a case study scenario to demonstrate the feasibility of the proposed approach.