International student assessments report that Korean students are often top-ranked in achievement scores, but this is just a half of the story.  The other half is that their learning engagement and motivation appear to be devastated.  This may be attributed to the double-edged sword of the Korean education system.

Based on the current picture of Korean students, this e-Learning research set two improvement goals.  One was to develop a next generation-learning model focused on learning motivation.  The other was to develop guidelines for designing digital content systems.

To achieve the first goal, the research suggests a new e-Learning model called the Convergence Learning Model for future education in Korea.  The model founded upon cognitive sciences operates on three impetuses: the psychology of learning, pedagogical change, and technological advancement.  From a psychological view, the model addresses intrinsic motivation based on Csikszenmihalyi's flow theory.  From a pedagogical view, the model provides a link between formal and informal learning to the benefit of each.  Finally, the model is implemented using ubiquitous computing technologies.

While Korean formal education has developed structured knowledge of high quality, it has also caused students to lose the motivation to learn.  Informal learning, on the other hand, may provide students with learning experiences that are enjoyable, voluntary and personal, based on learner-directed approaches.  However, although informal learning experiences are likely to be engaging, learners may acquire knowledge of low quality.  Thus, the Convergence Learning Model informalizes formal learning experiences by incorporating informal learning components into formal learning.  The model also formalizes informal learning experiences by making quality knowledge available and usable in informal settings.

To serve the second goal, state-of-the-art technologies as well as traditional human-computer interaction studies were surveyed, generating guidelines for designing and developing learning experiences in an e-Learning environment.  The guidelines encompass a broad spectrum of system design considerations to achieve ease of use, learning motivation, and learning effectiveness.  Included are service and content development models, task analysis, learning activity typologies, feedback strategies, storytelling, and media components such as visual design, sound and speech design, animation, emotional computing, pedagogical agents, and mobile platforms.  In addition, the research discusses system design requirements needed in order not to interfere with learners' flow experiences.

The research concludes with a discussion of the role of cognitive science in advancing e-Learning technology.

Source: Gwong-Soo Cho et al. (May 2005), 『Research on Developing a Next Generation e-Learning Model Focused on Learning Motivation and Guidelines for Designing Digital Content Systems』, KERIS KR 2005-34.