김양희 교수

The ubiquity and educational potential of mobile applications are well acknowledged. This paper proposes six theory-based, pedagogical strategies to guide interaction design of mobile apps for young children. Also, to augment the capabilities of mobile devices, we used a humanoid robot integrated with a smartphone and developed an English-learning app that applied the design strategies to this environment. Our observations of children's one-on-one use support the promise of the strategies and th

한국 대학의 쓰기 교육은 의사소통 능력 및 문제 해결 능력을 향상시키고 창의적․비판적 사고 능력을 신장하는 데 목적을 두고 있다. ‘쓰기’능력은 실제로 학습자들이 글을 쓰면서 신장되는 실제적 지식이다. 이는 이론을 학습해서 형성되는 지식이 아니라, 실제로 쓰는 과정을 통해 교수자와 학습자 간의 협력과 소통에 기반하여 구축되는 지식인 것이다. 그러나, 현재 대학에서 글쓰기 교육은 강의 중심으로 이루어지는 것이 대부분이다. 이 연구는 학습자 주도형 교육 모델로서 ‘플립 러닝’에 기반한 교수 모형을 제시하는 것을 목적으로 한다. 연구자는 의사소통 능력으로서 글쓰기의 표현능력과 창의적 문제해결 능력을 향상시키기 위해서는 이론 설명식의 강의는 최소화하고 학습자의 수행 중심으로 강의를 진행하는 것이 필요하다고 본다. 연구자가 실제 강의 경험을 통해서 알게 된 것은 글쓰기에 있어서 주제탐색의 중요성이다. 15주-16주의 수업을 통하여 학생들이 글을 창의적이고 비판적으로 쓰기 위해서는 무엇보다도

Based on social-cognitive theory, we describe the role of pedagogical agents as “social models.” In several experimental studies we have found that pedagogical agents as social models can effectively persuade and motivate learners. We briefly describe two on-going projects where agents as social models are employed to enhance young women’s motivation and attitudes toward math and engineering.

The authors' goal was to identify ways in which Korean immigrant parents define the concept of parental involvement and to examine the statistical significances of interrelationships among these meanings. Seventy-seven parents responded to an open-ended question that asked them to define the meaning of parental involvement; 141 responses were analyzed. Qualitative analysis resulted in four distinct categories: (a) support at home (68.8%), (b) home–school connection (17.7%), (c) participation in

This study investigated the effects of empathetic response (responsive vs. non-responsive) and gender (male vs. female) of pedagogical agents as learning companions (PALs) on learner interest, self-efficacy, social judgments of PAL persona, and learning. Fifty-six pre-service teachers were randomly assigned to one of four conditions. The results revealed that students who worked with a PAL who responded with empathy to learners’ affect showed significantly higher interest (p < .05) and self-effi

Although research has demonstrated that an increased rapport between instructors and learners can positively relate with increased learning gains, perhaps mediated by the positive attitudes toward the course and self-efficacy beliefs in the coursework, little has been done to test what instructional strategies might increase this rapport in online video-based instruction. This study compared online video-based instruction that made use of relationship-building strategies with online video-based

Affable Reading Tutor (ART) is an online reading lesson designed for children who start reading to comprehend. A digital, human-like character (virtual peer) in ART serves as a peer model that demonstrates the use of the reading comprehension strategy questioning to help improve the learners’ comprehension of expository texts. This study, with 141 boys and girls in the fourth and fifth grades in the United States, examined the effects of virtual-peer presence (presence vs. absence vs. control) o

This study examined whether or not embodied-agent-based learning would help middle-grade females have more positive mathematics learning experiences. The study used an explanatory mixed-methods research design. First, a classroom-based experiment was conducted with one hundred and twenty 9th-graders learning introductory algebra (53% male and 47% female; 51% Caucasian and 49% Latino). The results revealed that learner gender was a significant factor in the learners’ evaluations of their agent (η