- P-ISSN1738-6764
- E-ISSN2093-7504
- KCI
ISSN : 1738-6764
Vol.20 No.3
Abstract
This paper explores the evolving role of teachers in AI-enhanced classrooms, particularly within the context of South Korea's upcoming AI Digital Textbook (AIDT) initiative. As AI technology becomes increasingly integrated into educational systems worldwide, this paper argues that teachers remain indispensable, playing critical roles that AI cannot replicate. The MERGE framework-Monitor, Encourage, Reward, Guide, and Evaluate-is proposed as a model to support teachers in effectively merging traditional educational practices with modern AI technologies. Developed initially in South Korea, the MERGE framework is adaptable to various global educational contexts, ensuring that educators worldwide can harness AI to enhance teaching rather than replace vital human elements. By fostering a co-learning environment where both teachers and students can thrive, this paper underscores the potential for AI to elevate education systems globally, emphasizing the importance of human-centered approaches in the age of AI.
Abstract
This research, based on a survey of 357 college students, employED a 2 x 2 x 2 between-subject factorial design to explore relationships between self-efficacy, social identification, involvement, and donation intention. Results revealed that while high self-efficacy correlated with stronger e-Word-of-Mouth intention, it did not significantly impact donation intention. Conversely, both high social identification and high involvement significantly correlated with stronger donation and e-Word-of-Mouth intentions. These findings provide valuable insights for campaign creators, platform administrators, and philanthropic organizations. Recognizing critical roles of self-efficacy, social identification, and involvement could allow stakeholders to design more effective fundraising campaigns, foster a sense of community, and tailor approaches to align with motivations and preferences of potential donors. This research enhances our understanding of the nuanced dynamics shaping donation intention in donation-based crowdfunding platforms, bridging the gap between academic inquiry and practical implications for the evolving landscape of online philanthropy.
Abstract
With the progress of society and the evolution of lifestyles, parents have increased requirements for products of infant care. As an emerging infant feeding aid, smart bottles for infants are required to meet functional requirements in design, with the user's emotional experiences taken into account. A hierarchical structure model was constructed in this study for the purpose of conducting an investigation and quantitative evaluation regarding the key criteria of design such as function, appearance, and material of smart bottles for infants. The importance of each design criterion was compared and weighed with the application of the analytic hierarchy process (AHP) methodology. With the combination of the theory and perceptual engineering, an in-depth discussion was held in regard to the appearance, color, and material selection of infant bottles. With users' questionnaires and focused group discussions, their preferences and feedback on different design options were collected. Finally, results of AHP analysis were combined with what had been acquired in the research of perceptual engineering in an effort to provide a scientific basis for the future design of smart baby bottles for babies. This research will help boost its competitiveness in the market of smart bottles for infants and meet complex needs of modern parents, strengthening user's recognition and goodwill towards the product.
Abstract
Recent findings indicate that engaging in upward social comparison on social media can have a detrimental impact on subjective well-being (SWB); however, how upward social comparison undermines SWB remains unclear. This research draws on attribution theory and Smith's typology of social comparison-based emotions to examine the mediating role of upward contrastive emotions and the moderating role of attribution for others' success in the association between upward social comparison SWB. Using the data collected from 318 Instagram users, The present study demonstrates that upward contrastive emotions serve as a mediator between upward social comparison and SWB. Moreover, the results reveal that the mediating effect of upward contrastive emotions in the relationship between upward social comparison on Instagram and SWB is moderated by attribution for others’ success. Our findings suggest that when users compare themselves to someone they perceive as superior, they should try to attribute the success of that person to internal factors (e.g., effort) rather than external factors (e.g., luck), to mitigate the adverse impacts of upward social comparison. This study makes a contribution to the existing literature on social media by developing a moderated mediation model that places particular emphasis on the role of attribution in the relationship between upward social comparison and SWB.
Abstract
The study investigated the impact of a Large Language Model, on English learning among 20 undergraduate students enrolled in an English course in 2023. Data were collected through a survey that asked students about their opinions on using ChatGPT. The survey included 20 structured questions and also asked for open-ended responses to explore the advantages and disadvantages of using the large language model for English learning. In addition, the survey examined students’ perceptions of the importance, necessity, difficulty, and interest of various English skills, asking them to rank them. Paired samples t-tests were used to analyze significant changes before and after the intervention. The results indicated significant improvements in learning effectiveness, a decrease in anxiety and stress, increased motivation and confidence, and enhanced participation. The students reported that using ChatGPT led to improvements in their vocabulary, grammar, reading, and writing skills. They also noted a slight improvement in their communication skills. Interestingly, the students perceived a decline in their listening skills after the intervention. However, they expressed a greater willingness to continue using ChatGPT for future learning, appreciating its accessibility, flexibility, and the enriching learning experience it provided. Lastly, the study identified challenges, including a lack of support for in-depth grammar, conversational practice, and exam preparation, as well as a potential overreliance on the tool. Therefore, the use of ChatGPT requires appropriate application based on the learning objectives.
Abstract
The purpose of this study is to develop a model that can predict the satisfaction of K-MOOC students as well as prioritize the factors that significantly impact this prediction. To this end, we used the satisfaction response data of a total of 78,893 K-MOOC students in 2021, and we processed the data using scikit-learn, a package in Python, to train a random forest model. As a result of developing a prediction model, the AUC value was 0.98, accuracy was 0.92, the F1 score was 0.85, specificity was 0.92, and sensitivity was 0.92, thus showing excellent performance overall. Further, the importance ranking of the variables that predicted student satisfaction was as follows: The first variable was content quality (practical content and effective learning materials), followed in order by instructor's knowledge and skills (expertise and teaching strategies), system quality (convenience, ease of access to information), and service quality (responsiveness and speed of operation team) as the variables that were identified as important. Based on the results of this study, detailed recommendations were made for the quality management of K-MOOC.
Abstract
This study aimed to address behaviors of food delivery and ride-hailing platforms, two local gig platforms. It argues that generating cross-network externality between demand and supply sides by imposing different price structures on them (two-sided market theory) may not be enough for understanding local gig platforms. Due to their local nature of service delivery operations, it is argued that to generate externality, these platforms should practically integrate the supply side and operate as if a firm, hence quasi-firm. By doing so, these platforms can utilize their service providers as if their own slack resources, hence quasi-slack. As quasi-slack, service providers exist outside these platforms. However, they can be called upon and committed to these platforms’ service delivery operations. Quasi-slack is made possible because these platforms can induce information asymmetry and truncate a range of decision choices available to their service providers, which can lead to more service deliveries and streams of data for enhancing their algorithms. These platforms get the demand side actively involved in the process by letting it generate customer ratings critical for nudging the supply side to accept more service requests from the demand side.
Abstract
The present study aimed to investigate effects of direct and indirect written corrective feedback (WCF) on the development of Korean EFL writing skills. Feedback was provided using the computer software Grammarly. Twenty-seven students of the English Department of Adult Life-long Education at a university in Seoul participated in this study. The researcher employed a three-stage design: (1) individual writing of a draft in class, (2) two types of feedback (direct WCF vs. indirect WCF, reformulation), and (3) individual rewriting in class. Participants' writing scores significantly improved after receiving feedback overall. In addition, errors in forms and clarity significantly reduced after the feedback, but not errors in word choices. Regarding feedback types, learning gains were more significant after direct WCF than reformulation, although errors in forms after direct WCF and word choice errors after reformulation significantly reduced among three types of errors. Additionally, most errors occurred in forms. The ratio of uptake was relatively low. The direct WCF group demonstrated a higher uptake in errors of forms and clarity, while word choice errors were more effectively addressed by reformulation. Theoretical and pedagogical implications of these findings are discussed.