Hokyoung Ryu - Profile on Academia.edu (original) (raw)

Papers by Hokyoung Ryu

Journal of Information and Communication Technology, 2015

Students' cognitive-affective states are human-elements that are crucial in the design of compute... more Students' cognitive-affective states are human-elements that are crucial in the design of computer-based learning (CBL) systems. This paper presents an investigation of students' cognitive-affective states (i.e., engaged concentration, anxiety, and boredom) when they learn a particular course within CBL systems. The results of past studies by other researchers suggested that certain cognitive-affective states; particularly boredom and anxiety could negatively infl uence learning in a computer-based environment. This paper investigates the types of cognitive-affective state that students experience when they learn through a specifi c instance of CBL (i.e., a content sequencing system). Further, research was carried to understand whether the cognitive-affective states would infl uence students' performance within the environment. A one-way between-subject-design experiment was conducted utilizing four instruments (i) CBL systems known as IT-Tutor for learning computer network, (ii) a pre-test, (iii) a post-test, and (iv) self-report inventory to capture the students' cognitive-affective states. A cluster analysis and discriminant function analysis were employed to identify and classify the students' cognitive-affective states. Students were classifi ed according to their prior knowledge to element the effects of it on performance. Then, non-parametric statistical tests were conducted on different pairs of cluster of the cognitive-affective states and prior knowledge to determine differences on students' performance. The results of this study suggested that all the three cognitive-affective states were experienced by the students. The cognitive-affective states were found to have positive effects on the students' performance.

Human-computer Interaction, 2009

A pragmatic approach to interaction modeling is presented by which a designer can describe how th... more A pragmatic approach to interaction modeling is presented by which a designer can describe how the user gets tasks done with a newly developing system. The notation proposed allows an interaction designer to make explicit both how user actions cause visible or noticeable changes in the state of the machine and how the user is expected to use this feedback to generate the next action. Interaction Unit (IU) scenarios are constructed where each IU specifies one step in the cycle of interaction. Each IU specifies the visible system state that leads the user to take some action. In addition, the IU makes explicit the state of the goal stack at the start and end of the unit and the mental processes (recall, recognition, or affordance) required. In this way one can describe the intimate connection between goal, action, and the environment in user-machine interaction.

IEEE Transactions on Learning Technologies, 2010

A key design goal of mobile learning is that its built-in experiences are enjoyable and proactive... more A key design goal of mobile learning is that its built-in experiences are enjoyable and proactive, empowering the learner with the knowledge and ability to self-manage. This implies that the benefits and critical success factors of mobile learning activities should not simply be based only on learning performance, but also on learners' experiences so that we can assess the added qualities of these activities over and above rote knowledge acquisition. To empirically demonstrate this premise, we report on an assessment of flow experience in three different learning spaces, where learners explore a built environment as part of a simulated security guard training program. Our results seem to show that the true cost-benefit ratio of mobile learning may not be evident in measures of learning performance or rote knowledge acquisition alone, but that mobile learning activities could provide a better learning experience by providing the conditions for optimal flow experience. Further, in the spatial navigation tasks given in our experimental context, it can be seen that simple learning performance measures can be highly dependent on the learner's spatial capability, but this was not the case for flow experience measures.

A Framework for Assessing the Quality of Mobile Learning

... This study indicated that M-learning applications can have depth and complexity, and encourag... more ... This study indicated that M-learning applications can have depth and complexity, and encourage wider scale participation, even where it might be expected that technical limitations would discourage the learner [10]. ... 4 The Mobile Learning Context ...

This paper reports on a design case study for a mobile learning (M-learning) environment that fol... more This paper reports on a design case study for a mobile learning (M-learning) environment that follows a usercentred design approach. This development of the system applied an M-learning design framework to identify appropriate design requirements in practice.

Journal of Computers, 2007

This paper proposes a conceptual framework for mobile learning applications that provides systema... more This paper proposes a conceptual framework for mobile learning applications that provides systematic support for mobile learning experience design. It is based on a combination of a game metaphor and several studies of mobile learning contexts. Accounts of four mobile learning projects are used to explore the relationship between the framework and mobile learning design requirements in practice. By applying the framework to previous successful mobile learning implementations, we are better able to understand their key qualities. Similarly, the framework provides forward engineering support for the successful design of future mobile learning systems.

International Journal of Mobile Learning and Organisation, 2008

To ensure the success of future mobile learning environments, it is essential to develop affordab... more To ensure the success of future mobile learning environments, it is essential to develop affordable and effective applications that are well matched to the characteristics of the users' (particularly, learners) learning experiences. As an early exploration of this line of study, this paper evaluates a location-aware learning organiser that can help university students to manage their learning activities through mobile devices. Empirical testing of the learning organiser revealed considerable benefits for students in the university context, and demonstrated some potential opportunities for them to be more engaged in further mobile learning activities.

This introductory chapter focuses not so much on mobile learning technologies per se, but rather ... more This introductory chapter focuses not so much on mobile learning technologies per se, but rather on a theoretical foundation and its pragmatic application to designing learning activities with mobile technologies. It sets out three learning spaces that are explicitly considered in the book: individual, collaborative, and situated learning. On these differing learning spaces, we begin by proposing the essential factors in effective mobile learning experience design that should be addressed by different features or functions of the relevant learning activities. In turn, derived is a conceptual framework to provide systematic support for mobile learning expererience design. This chapter concludes by surveying the mobile learning systems included in this book, reviewing their differing learning activities within context of the framework. We hope that this analysis will help to expose the key qualities and features that can support the future development of increasingly effective mobile learning applications.

Agile software development methods have become increasingly popular since the late 1990s, and may... more Agile software development methods have become increasingly popular since the late 1990s, and may offer improved outcomes for software development projects when compared to more traditional approaches. However there has previously been little published empirical evidence to either prove or disprove this assertion. A survey carried out in March 2006 gathered responses from a large number of software development professionals who were using many different methods, both traditional and agile. A statistical analysis of this data reveals that agile methods do indeed improve outcomes from software development projects in terms of quality, satisfaction, and productivity, without a significant increase in cost. However, adoption of methods appears to involve a high degree of adaptivity, with many methods being used in combination and sets of techniques being adopted on an ad hoc basis. In this context, our analysis suggests that choosing specific combinations of methods can be particularly beneficial. However, we also find that successful adoption of an agile method is to some extent dependent on rigorous integration of certain core techniques.

A Relationship between e-Learning Performance and Personality

The far-reaching use of World Wide Web (WWW) has increased the development of Web-based Adaptive ... more The far-reaching use of World Wide Web (WWW) has increased the development of Web-based Adaptive Hypermedia Systems (AHSs) in higher education applications, eg, AHA [1], ELM-ART [2], Interbook [3]. Indeed, AHSs have paralleled constructivist learning strategies [4], and ...

It is believed that a student model is the fundamental component in an intelligent tutoring syste... more It is believed that a student model is the fundamental component in an intelligent tutoring system that captures and maintains information about the student. Most work on student models describes the student's understanding of any domain. A few works were done on studying student's individual features; however, little has been investigated on personality features due to the difficulty of encompassing all the different personality features. In this context, this paper aims to answer what personal characteristics of Arab students might contribute to this problem. A study using MBTI questionnaire model was conducted in at Dhofar University in Oman to understand Arab student's personality features.

Personality and collaborative learning experience

Learning activities have many forms to meet learner's interests. Traditionally, face-to-face... more Learning activities have many forms to meet learner's interests. Traditionally, face-to-face classroom environments have been considered as a most effective way to deliver information or knowledge from the educator to the learner, which all of us have bred in this type of learning setting. ...

Conference Papers by Hokyoung Ryu

In proceedings of the Mobile Learning Technologies and Applications conference (MoLTA 2007), 2007

Mobile learning (M-learning) systems may be built using any of a number of generic software archi... more Mobile learning (M-learning) systems may be built using any of a number of generic software architectures, each of which has its own benefits and limitations. This paper describes four generic software architectures that can be applied to M-learning systems and provides an overview of their comparative strengths and weaknesses in meeting the various requirements of the mobile learner.

In Proceedings of 18th Australasian Conference on Information Systems, Toowoomba, Australia, December 5-7 2007., Dec 2007

This paper examines the relationship between the practices of agile software development and usab... more This paper examines the relationship between the practices of agile software development and usability engineering, and examines how these practices may be integrated within a single methodology. As agile methods have become increasingly popular, they have begun to replace structured approaches to software engineering. Usability engineering has historically tended to follow a development approach that is similar to traditional software engineering, rendering it apparently incompatible with agile methods. The focus of this paper is an analysis of the relationship between agile practices, on the one hand, and current practices of usability engineering on the other. We provide an experience report from an organisation where usability engineering has been integrated into an agile software development method. From this context we identify areas of compatibility and also areas of conflict, and suggest some strategies for agile development teams to incorporate key practices from usability engineering, while at the same time suggesting that usability engineers should embrace relevant agile techniques.