박용주 교수

Negative priming (NP) is commonly thought to occur because distractor inhibition is necessary for target selection (the distractor inhibition hypothesis). Contrary to this account, the selection of a target in the preceding trial is shown to be neither necessary (Experiment 1) nor sufficient (Experiments 2 and 3) for NP in a target localization task modeled after S.P. Tipper, J.C. Brehaut, and J. Driver (1990). Experiments 4 and 5 provide further evidence against the distractor inhibition hypoth

BACKGROUND: COVID-19 caused significant confusion around the world, and dental education was no exception. Therefore, in line with the demands of the times, this study sought to determine the applicability of online active learning to dental education. METHODS: This study was conducted in the second semester of 2020 at a school of dentistry in a selective university in Korea. A total of 114 dental students were recruited. Participants were assigned to four different groups (lecture and discussio

Abstract The newly developed computerized Constructive Multiple‐choice Testing system is introduced. The system combines short answer (SA) and multiple‐choice (MC) formats by asking examinees to respond to the same question twice, first in the SA format, and then in the MC format. This manipulation was employed to collect information about the two different formats with no significant increase in testing time. Two empirical studies were carried out to examine whether meaningful information can b

BACKGROUND: Writing is a useful learning activity that promotes higher-order thinking, but there are limited studies that prove its effectiveness. In previous research, researchers tested the effect of summary writing on students' comprehension and found no significant difference from that of re-studying texts. The purpose of this study, therefore, is to expand previous findings and investigate the effect of two types of writing tasks on medical students' academic performance, specifically in th

A new computerized testing system, which facilitates the use of short-answer-type testing, has been developed. In this system, the question of a multiple-choice problem is presented first, and the options appear briefly on the request of the test taker. The crux of this manipulation is to force students to solve the problem as if they were solving an open-ended question but to respond in a multiple-choice format. To examine the system's usefulness as a learning aid, 2 experiments were performed.

Abstract A new computerised testing system was used at home to promote learning and also to save classroom instruction time. The testing system combined the features of short‐answer and multiple‐choice formats. The questions of the multiple‐choice problems were presented without the options so that students had to generate answers for themselves; they could click for the options when they were ready, and could choose one of the options within a brief, specified time period. One hundred thirty‐ei

Background Academic learning in higher education requires diverse activities such as reading, reviewing, and discussion. However, there are relatively few studies on the effect of the combination of these activities on learning outcomes. In this study, we investigated the combination of self-study and discussions at a selective Korean university.Methods The present study compared the two-part instructional sequence of three groups: watching a video lecture (LD) and self-study (SD) groups, both f

This study compared undergraduate students’ learning gains attained through student-led discussions with those acquired through teacher-led discussions in students who had previously engaged in a different learning activity. A total of 305 undergraduate students participated in the study. It was found that prediscussion activities yielded differential student outcomes depending on the applied combination. Self-study groups achieved higher scores through student-led discussions, whereas, lecture

Abstract Many have investigated the effectiveness of teaching methods across different disciplines. In a previous study, we found the superior effectiveness of a two-part learning sequence consisting of self-study followed by discussion in humanities education. To examine the possibility of similar findings in science education, we compared that sequence with a traditional lecture–based teaching. Results indicate that self-study combined with discussion yields higher test scores, demonstrating i

For causal knowledge to be worth learning, it must remain valid when that knowledge is applied. Because unknown background causes are potentially present, and may vary across the learning and application contexts, extricating the strength of a candidate cause requires an assumption regarding the decomposition of the observed outcome into the unobservable influences from the candidate and from background causes. Acquiring stable, useable causal knowledge is challenging when the search space of ca

Abstract Class preparation is recommended by instructors in most college courses, but checking whether a student does so is not easy. A new blended learning system, named C lass P rep, has been proposed and implemented. The usability of the system was examined for two undergraduate psychology courses: one advanced course ( n = 11) and one introductory course ( n = 59). In these courses, students were required to prepare for class through a series of activities. The first activity was to write a

The ways students learn through dialogue are diversifying, in terms of whom they engage with and how. With the recent advancement of AI chatbots like ChatGPT, learners can leverage aspects of dialogue, such as asking and answering questions, without a peer or instructor being present. Given the lack of experimental studies validating their effect, this study compares three dialogue conditions involving Peer, ChatGPT, and Intelligent Tutoring System. A chat interface was developed where students

Abstract Accurately measuring collaborative problem-solving capability (CPSC) is not only important in itself, but also in order to develop education and training programs. However, most existing CPSC measurement tools have two weaknesses: not accounting for individual’s contribution to the final outcome and relying on predefined problems. Addressing these limitations, we extended criteria of the PISA 2015 framework to consider individual’s contribution to the final outcome, and introduced peer