Individual Learner Characteristics Research Articles

PerFuSIT: Personalized Fuzzy Logic Strategies for Intelligent Tutoring of Programming

Recent advancements in intelligent tutoring systems (ITS) driven by artificial intelligence (AI) have attracted substantial research interest, particularly in the domain of computer programming education. Given the diversity in learners’ backgrounds, cognitive abilities, and learning paces, the development of personalized tutoring strategies to support the effective attainment of learning objectives has become a critical challenge. This paper introduces personalized fuzzy logic strategies for intelligent programming tutoring (PerFuSIT), an innovative fuzzy logic-based module designed to select the most appropriate tutoring strategy from five available options, based on individual learner characteristics. The available strategies include revisiting previous content, progressing to the next topic, providing supplementary materials, assigning additional exercises, or advising the learner to take a break. PerFuSIT’s decision-making process incorporates a range of learner-specific parameters, such as performance metrics, error types, indicators of carelessness, frequency of help requests, and the time required to complete tasks. Embedded within the traditional ITS framework, PerFuSIT introduces a sophisticated reasoning mechanism for dynamically determining the optimal instructional approach. Experimental evaluations demonstrate that PerFuSIT significantly enhances learner performance and improves the overall efficacy of interactions with the ITS. The findings highlight the potential of fuzzy logic to optimize adaptive tutoring strategies by customizing instruction to individual learners’ strengths and weaknesses, thereby providing more effective and personalized educational support in programming instruction.

Investigating the Impact of Technology Addiction on Early Literacy Skills: A Study of First Graders

This study explores the impact of gadget addiction on the reading abilities of Grade 1 learners, focusing on how technology dependence affects early literacy development. Using a quantitative descriptive correlational approach, the study examined the relationship between gadget addiction and reading proficiency. The findings indicate a minimal and statistically insignificant negative correlation between gadget addiction and reading skills, suggesting that technology use does not significantly impede children's reading development. Despite notable indicators of gadget addiction, such as technology interference in family activities and difficulties in avoiding social media, most learners displayed strong reading and comprehension abilities. The results imply that factors beyond technological dependency, such as educational practices, parental involvement, and individual learner characteristics, may have a more substantial influence on early literacy skills. Consequently, the study concludes that addressing gadget addiction alone may not be sufficient to improve reading abilities. Instead, a comprehensive approach considering various educational and developmental factors should be prioritized. Efforts to enhance early literacy should focus on broader educational strategies, parental guidance, and individualized learner support. The study contributes to ongoing discussions about the balance between technology use and traditional literacy practices in early education, advocating for more holistic approaches to foster reading development in young learners. Future research should explore other contributing factors to literacy achievement, moving beyond the narrow focus on digital device usage.

한국어 학습자의 학습 양식과 듣기 효능감의 상관관계 연구 - 중국인 KFL 학습자를 중심으로-

The purpose of this study is to examine the learning styles and listening self-efficacy patterns of Chinese KFL (Korean as a Foreign Language) learners and to investigate the correlation between learning styles and listening self-efficacy. The survey for this research was conducted among Chinese KFL learners studying Korean at a university in China. The results showed that the most preferred learning style among Chinese KFL learners is the authority-oriented learning style, while the analytic learning style is the least preferred. There were no significant differences in listening efficacy according to grade level or Korean proficiency. Finally, only the communicative learning styles of Chinese KFL learners were found to have correlations with all sub-factors of listening self-efficacy, indicating that emphasizing a communicative learning style in education effectively enhances learners' listening self-efficacy. This study explored the previously unexamined correlation between learning styles and listening self-efficacy, and the results highlight the significance of applying learning methods tailored to individual learner characteristics in Korean listening education to maximize its effectiveness.

INTEGRATION OF ONLINE LEARNING RESOURCES INTO ENGLISH LANGUAGE TEACHING TO DEVELOP AND IMPROVE GRAMMATICAL SKILLS OF SPEECH ACTIVITY

Background. The integration of online learning resources into English language teaching has great potential for the development and improvement of grammatical skills of speech activity. With the help of modern technology, learners can learn the language more effectively and conveniently by accessing a variety of learning materials, educational games, online courses, etc. This allows them to deepen their knowledge, practice skills and develop vocabulary in an interactive way. With online learning resources, instructors can create interesting assignments and lessons that are personalized to the individual needs of students. This approach enhances learning and helps students reach the desired level of English more quickly. In general, the integration of online learning resources into the educational process is a necessary and modern approach that helps to improve the quality of learning and achieve better results. Purpose. To analyze modern online resources in order to integrate them into English language teaching for the development and improvement of grammatical skills of speech activity. Materials and methods. For research we use such methods as analysis of existing online resources, surveys of students and teachers, as well as observations of the learning process were used for the study. In addition, it is important to take into account the individual characteristics of learners and adapt the approach to them. Results. The results of the study showed that the integration of online learning resources into English language teaching does contribute to the development and improvement of students' grammatical skills of speech activity. Online resources provide an opportunity to access a variety of teaching materials, interactive tasks and tests that help students to better learn grammatical rules and consolidate them in practice. The survey of subject teachers showed the relevance of the research topic and the importance of integrating these methods into the teaching process. In addition, the integration of online learning resources into English language teaching is an effective tool for developing grammar skills and improving learners' speech activities.

ENHANCING RECEPTIVE SKILLS IN FOREIGN LANGUAGE LEARNING: THE INTERPLAY OF READING AND LISTENING COMPREHENSION

Receptive skills, particularly reading and listening comprehension, are crucial components of foreign language acquisition. This study explores the interplay between these skills and their significance in language learning by utilizing the scientific literary and analytical–synthetic method. The literature suggests that reading proficiency can enhance other language skills, whereas listening comprehension facilitates foreign language learning through various activities and the use of Information and Communication Technology (ICT). Specific learning disorders, auditory functioning, and instructional materials can influence the development of receptive skills. The relationship between short-term memory (STM) and listening comprehension was also examined, highlighting the importance of enhancing STM capacity in improving listening skills. Additionally, vocabulary knowledge is central to both listening and reading comprehension. The research collectively underscores the importance of targeted strategies and resources to enhance the receptive skills of learners in foreign language contexts. However, individual learner characteristics and prior language experiences may require tailored approaches for effective improvement. While receptive skills are crucial for understanding, some argue that a balanced approach that incorporates both receptive and productive skills may lead to better language outcomes. Although receptive skills are certainly important for comprehension, it can be argued that a more holistic approach to language learning, which includes both receptive and productive skills, may ultimately result in more effective language acquisition. The basic aspects of teaching listening skills involve understanding the cognitive and pedagogical underpinnings of listening comprehension and applying effective strategies, such as top-down and bottom-up processing and a metacognitive approach, to enhance this skill.

Effects of eLearning Formats on Student Teachers’ Knowledge and Attitude Towards Evidence-Based Instruction

University teacher education aims at developing sustained knowledge and positive attitudes towards evidence-based instructional concepts. This experimental study examined (a) if two e-learning formats help develop sustained knowledge and positive attitudes towards evidence-based reading instruction, (b) if self-regulative principles can boost these effects, and (c) if effects are moderated by learner characteristics (namely prior knowledge, self-efficacy, learning preferences). N = 100 student teachers participated in one of two different e-learning formats on evidence-based reading instruction. While one group attended an e-learning course with self-regulative elements (adaptivity and feedback), the other group watched an e-lecture without these self-regulative elements. In both groups, participants showed positive attitudes and mastery of declarative knowledge, as the majority reached a minimum of 80% in criterion-oriented tests. However, participants’ procedural knowledge was less pronounced. A MANOVA showed no significant group differences between the e-learning course with self-regulative elements and the e-lecture without self-regulative elements with regard to knowledge and attitude acquisition. Path analyses displayed that individual learner characteristics (prior knowledge, self-efficacy, learning preferences) had an impact on attitudes, but not on knowledge acquisition. Implications for university education are discussed in the context of combining e-learning formats with face-to-face courses to also achieve mastery of procedural knowledge and to strengthen the effect of self-regulative elements.

Using Project ECHO to deliver a tele-mentoring and teaching program on palliative care in South Asia: Interpretive description of participants' experiences with a community of practice for learning.

To explore the learning experiences of participants (learners and teachers), in a yearlong tele-teaching and mentoring program on pediatric palliative care, which was conducted using the Project ECHO (Extension for Community Healthcare Outcomes) model and consisted of 27 teaching and clinical case discussion sessions for palliative medicine residents in India and Bangladesh. The goal of the study is to explore how participation and learning is motivated and sustained for both residents and teachers, including the motivators and challenges to participation and learning in a novel online format. Qualitative interviews with ECHO participants, including learners and teachers were conducted. Interviews were recorded and transcribed. Thematic analysis of interview data was conducted within an interpretive description approach. Eleven physicians (6 residents, 5 teachers) participated in interviews. Key elements of the ECHO program which participants identified as supporting learning and participation include small group discussions, a flipped classroom, and asynchronous interactions through social media. Individual learner characteristics including effective self-reflection and personal circumstances impact learning. Providing opportunities for a diverse group of learners and teachers, to interact in communities of practice (COP) enhances learning. Three major themes and 6 subthemes describing learning processes were identified. Themes included (1) ECHO program structure, (2) learner characteristics, and (3) COP. Subthemes included flipped classroom, breakout rooms, learning resources, personal circumstances, self-awareness of learning needs, and community interactions. Project ECHO suggests a novel model to train health providers, which is effective in low- and middle-income countries. Online learning programs can lead to learning through community of practice when learners and teachers are able to interact and engage in peer support and reflective practice. Educators should consider incorporating small group discussions, a flipped classroom design, and opportunities for asynchronous interactions to enhance learning for participants in online learning programs.

What makes a simulation-based learning environment for preservice teachers authentic? The role of individual learning characteristics and context-related features

To support professional competence development in teacher education, learning environments should allow learners to engage with professional tasks. It is crucial for knowledge and skill transfer in such learning environments to real-life context that preservice teachers perceive the task as authentic. However, due to a lack of prior knowledge, novices may have difficulties in recognizing relevant elements of practice. It is thus assumed that different factors may guide their perception of task authenticity independently of the task that has to be mastered. Such factors could be, for example, overt design features of the learning environments on a physical level or the familiarity with the learning context and learning prerequisites, which act as important links for knowledge acquisition. In this study, preservice teachers’ perception of task authenticity is contrasted between two implementation types (video vs. role-play) of the same simulation aiming to foster diagnostic competence. The two types differ in approximating real-life practice concerning the professional task that has to be mastered. In an experimental, longitudinal study, N = 119 mathematics preservice teachers participated online in one type of the simulation four times during one semester (n = 66 video, n = 53 role-play). Perceived task authenticity was higher for the video simulation type and increased with repeated participation in the simulation independently of the implementation type. Further, preservice teachers’ task utility value positively influenced their perception of task authenticity. The results illustrate the role of learning prerequisites as well as familiarity with the task for novices’ perception. Also, they could be an initial indication that, depending on the level of learners’ professional development, the way of approximating real-life practice in simulations might influence the perception of task authenticity.

An Empirical Study of Adaptive Learning Algorithm Based on Intrinsic Motivation in English Online Teaching and Learning

An empirical study of adaptive learning algorithms based on intrinsic motivation in English online teaching and learning delves into the intersection of technology and motivation in language education. By investigating how adaptive learning algorithms can leverage intrinsic motivation factors, such as personal interests and curiosity, researchers aim to optimize online English instruction for individual learners. This paper introduces Weighted Feature Clustering Adaptive Learning (WFCAL) as a novel approach to optimizing English teaching and learning processes. Traditional methods of instruction often fail to address the diverse needs and learning profiles of students, leading to suboptimal outcomes. WFCAL offers a solution by dynamically adapting instructional content based on the individual characteristics of learners, thereby creating personalized learning experiences. Through the application of WFCAL, significant improvements in language proficiency have been observed across various skill domains, including vocabulary, grammar, and reading comprehension. The algorithm clusters learners into groups based on their proficiency levels and adapts instructional delivery to cater to the specific needs of each cluster. This approach promotes engagement, motivation, and efficacy in language learning, leading to enhanced outcomes. learners in Cluster 1 showed an average increase in vocabulary knowledge from 65 to 80, while learners in Cluster 2 demonstrated an improvement from 70 to 85 in grammar understanding. Additionally, reading comprehension skills improved by an average of 10 points across all clusters. The algorithm clusters learners into groups based on their proficiency levels and adapts instructional delivery to cater to the specific needs of each cluster.

공감 기반 미술 교육을 위한 맞춤형 미술 수업 설계 방안 탐색

This study is about how to design differentiated instruction based on empathy in art education. The purpose of this study is to explore how differentiated instruction should be designed to provide empathy-based art education. The results of the study are as follows; Differentiated art classes for empathy-based art educa-tion set learning topics that use empathy as both the content and method of learning. And empathy-based differentiated art classes refer to a series of teaching and learning processes that help learners solve learn-ing problems individually and cooperatively by utilizing various characteristics in the art learning process. Empathy-based differentiated art classes allow learners to go through the process of empathizing while reading visual media - empathetic exploration and expression of others in visual media - empathetic ex-ploration and expression of themselves in reality - organizing and reflecting. Empathy-based differentiated art classes are designed to reflect the diversity of learners throughout the learning process. To this end, it is necessary to measure and investigate learning variables related to classes among learners and plan teaching and learning activities based on the data obtained. Overall, the design of empathy-based differ-entiated art classes proceeds in the following order; Selection of learning topics - Lesson design - Selection of learning variables - Identification of learner characteristics - Analysis of individual learner characteristics – Characteristic analysis of the entire class - Macro lesson design - Analysis of groups of learners requiring differentiated prescriptions - Micro lesson design.

Medical student experiences of equality, diversity, and inclusion: content analysis of student feedback using Bronfenbrenner’s ecological systems theory

BackgroundIssues relating to equality, diversity, and inclusion (EDI) significantly impact on medical student achievement and wellbeing. Interventions have been introduced at curricular and organisational levels, yet progress in addressing these issues remains limited. Timely evaluation is needed to assess effectiveness of interventions, and to explore issues and interactions in learning environments impacting on student experience. We introduced an anonymous question concerning students’ experiences of EDI into routine online student feedback questionnaires, to scope the nature of ongoing issues and develop greater understanding of students’ experiences in our programme environment. Ecological systems theory, which conceptualizes learning as a function of complex social interactions, determined by characteristics of individual learners and their environment, provides a framework for understanding.MethodsFree-text responses regarding experiences of EDI gathered over 20 months from all programme years (n = 760) were pooled for analysis, providing a holistic overview of experiences in the learning environment. A counting exercise identified broad categories reported by students. Content analysis of the qualitative dataset was undertaken. Bronfenbrenner’s ecological systems theory was applied as a framework to demonstrate interdependencies between respondents’ experiences and environments, and associated impacts.ResultsThree hundred and seventy-six responses were received relating to wide-ranging EDI issues, most frequently gender or ethnicity. Responses mapped onto all areas of the ecological systems model, with frequent links between subsystems, indicating considerable complexity and interdependencies. Interpersonal interactions and associated impacts like exclusion were frequently discussed. Differential experiences of EDI-related issues in medical school compared to clinical settings were reported. Impacts of institutional leadership and wider societal norms were considered by respondents. Respondents discussed their need for awareness of EDI with reference to future professional practice.ConclusionsImplementation of a regular free-text evaluation question allowed data-gathering across cohorts and throughout several stages of the curriculum, illuminating student experience. Connections established demonstrated intersectionality, and how environment and other factors interact, impacting on student experiences. Students experience EDI-related issues on multiple levels within the educational environment, with consequent impacts on learning. Any successful approach towards tackling issues and promoting equity of opportunity for all requires multi-level actions and widespread culture change. Students can offer fresh and distinct perspectives regarding change needed, to complement and diversify perspectives provided by staff and organisational leadership. Student voice should be enabled to shape change.

TECHNOLOGY-BASED INSTRUCTION AND POSITIVE LEARNING ATMOSPHERE AS PERCEIVED BY GRADE 4 LEARNERS: BASES FOR A SUSTAINED INSTRUCTIONAL PROGRAM

This study determined the technology-based instruction (TBI) and positive learning atmosphere (PLA) as perceived by 213 Grade 4 learners in Masinloc District, Schools Division of Zambales during the School Year 2023-2024. Employing quantitative methods and a validated questionnaire, the research revealed that most learners were 10-year-old females with limited family income. They spent significant daily time with technology and achieved satisfactory to very satisfactory grades for the first and second quarter. Notably, learners demonstrated proficiency in digital literacy, multimedia tool integration, online engagement, and real-world application. A PLA was found to significantly contribute to conducive learning, particularly in fostering positive peer interactions, strong teacher-learner rapport, active participation, and enthusiasm for learning. Interestingly, age, income, and academic performance affected perceptions of TBI across all dimensions such as digital literacy, multimedia, online engagement, real-world application. There was a positive, very high and significant correlation was identified between TBI across all dimensions such as proficiency in digital literacy, integration of multimedia tools, engagement in online activities, and incorporation of real-world applications and the PLA of the respondents such as positive peer instruction, teacher-learner rapport, willingness to participate in class activities, and enthusiasm and curiosity in learning. This highlights the need for tailored instructional strategies to ensure equitable learning experiences for all. The study's program recommends personalized approaches based on individual learner characteristics. This aims to leverage technology effectively while fostering a PLA that reinforces the link between digital skills, multimedia use, online participation, real-world application, and an overall positive learning experience.

CHARACTERISTICS OF 7th GRADERS IN THAI NGUYEN CITY (VIETNAM) FROM THE PERSPECTIVE OF DIFFERENTIAL LEARNERS IN PHYSICAL EDUCATION ACTIVITIES

<p>Differentiated-oriented physical education (PE) helps learners to participate in learning activities with content and form suitable to their individual characteristics. Capturing the individual characteristics of learners is of great significance in the process of physical education. Through document research, interviews, pedagogical observations and examination, the research assesses the characteristics of 7th graders in Thai Nguyen City from the perspective of differential learners in Physical Education. This is an important basis for organizing physical education activities in the direction of differentiation for 7th graders in Thai Nguyen City.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0006/a.php" alt="Hit counter" /></p>

How are achievement goals associated with self-, co-, and socially shared regulation in collaborative learning?

It has been suggested that self-organized study groups need to regulate their learning at three levels: the self-, the co-, and the socially shared level. Yet, little is known about how individual learner characteristics influence these regulation processes. In this study, we investigate how students’ achievement goals are associated with regulation processes within groups. Two hundred and seventy-seven undergraduates were asked to imagine being part of a self-organized study group with comprehension-related and motivational problems and to name strategies they would apply to regulate their learning in this situation in an open-ended format. Achievement goals were measured using a standardised questionnaire. Results indicated that mastery- and performance-approach goals are positively associated with regulatory effort across all three levels of regulation. Performance-avoidance goals seem to have no significant relationship with regulatory effort.

Immersive medium for early clinical exposure - knowledge acquisition, spatial orientation and the unexpected role of annotation in 360° VR photos.

360° VR photos could be a low-threshold possibility to increase early clinical exposure. Apart from granting insights into local routines and premises, the medium should facilitate knowledge acquisition and spatial orientation depending on its design. This assumption, however, is not yet substantiated empirically. Thus, three hypotheses were tested in consideration of Mayer's modality principle: 1) Providing 360° VR photos as visual reference improves retention and comprehension of information. 2) The annotation of text boxes in 360° VR photos compromises spatial orientation and presence. 3) Annotated audio commentary is superior to annotated text boxes in terms of cognitive load and knowledge acquisition. Using head-mounted displays, students of human (N=53) and dental medicine (N=8) completed one of three virtual tours through a surgical unit, which were created with 360° VR photos. In the first two variants, information about the facilities, medical devices and clinical procedures was annotated either as text boxes or audio commentary comprising 67 words on average (SD=6.67). In the third variant, the same information was given separately on a printed handout before the virtual tour. Taking user experience and individual learner characteristics into account, differences between conditions were measured regarding retention, comprehension, spatial orientation, cognitive load, and presence. Concerning retention and comprehension of information, annotated text boxes outperformed annotated audio commentary and the handout condition. Although annotated audio commentary exhibited the lowest knowledge test scores, students preferred listening over reading. Students with an interest in VR and 360° media reported higher levels of enjoyment and presence. Regarding spatial orientation and presence, no significant group differences were found. 360° VR photos can convey information and a sense of spatial orientation effectively in the same learning scenario. For students, their use is both enjoyable and instructive. Unexpectedly, the ideal mode of annotation is not dictated by Mayer's modality principle. For information like in this study, annotated text boxes are better for knowledge acquisition than the subjectively preferred audio commentary. This finding is probably contingent on the length and the quality of the annotated text. To identify boundary conditions and to validate the findings, more research is required on the design and educational use of 360° VR photos.

Exploiting the linked teaching and learning international survey and programme for international student assessment data in examining school effects: A case study of Singapore

This paper attempts to demonstrate the usefulness of the linkage data from two international large-scale assessment studies, Teaching and Learning International Survey 2013 (TALIS) 2013 and Programme for International Student Assessment (PISA) 2012, in examining the effects of schools. Data from seven educational systems are used to link, and four critical issues with five selection criteria are applied to the data selected. The linking dataset facilitates the investigation of mathematics performance while considering individual learner characteristics, mathematics teacher variables in the classroom environment and the school-level variables. We extend the new avenue of research by developing a linked database geared to the specific mathematics teaching and learning domain to reflect the school mathematics educational environment. The case study using Singapore linkage data demonstrated the feasibility and potential of exploring school effectiveness. In Singapore, schools with teachers of a higher level of education and self-efficacy in teaching mathematics related to a higher level of school mathematics performance. The study offers a guideline and inspiration to the research community to exploit the rich information in both TALIS and PISA studies to facilitate school effectiveness studies.

토픽 모델링과 언어 네트워크 분석을 활용한 재중동포 대상 한국어교육 연구 동향 분석

The study aims to analyze the trends of Korean language education research targeting Korean Chinese using topic modeling and language network analysis. To this end, a total of 203 papers related to Korean language education on Korean Chinese were analyzed to understand research trends according to the period. The analysis results are as follows: First, in the first period (2001-2012), discussions related to the use of Korean in the Chinese community including Yanbian prevailed, but in the second period (2013-2021), discussions related to Korean Chinese who are living in Korea including children from multicultural families were actively discussed. Secondly, the focus of the study on Korean Chinese who have settled in Korea is changing from the study of Korean Chinese living in China. In addition, while the former mainly focused on adult learners above college, the latter was diversified from the category of multicultural families to studies on various age groups such as Korean Chinese mothers, children, and teenager immigrants who are incorporated into secondary education in Korea. Thirdly, in terms of research fields, while studies on language use, current status increased, studies on learner language characteristics, learning and adaptation decreased. Through this, it can be seen that studies on language development, acquisition, and language use based on characteristics of individual learners of Korean Chinese who have recently settled in Korea and are learning or speaking Korean for various purposes are more focused. (Myongji University)

Explanation of the professional development process of general surgery residents in the operating rooms: A situational analysis.

Introduction: Numerous factors and elements are effective in the professional development of any field of study, including the educational structure, the individual characteristics of learners, and the educational atmosphere prevalent in the educational environment. Understanding each of these factors and elements and the relationships among them can guide educational system administrators in the direction of professional development. Surgical residents’ professional development is no exception to this rule. As a consequence, the present research sought to explain and suggest a model for surgical assistant professional growth in Iranian operating rooms.Methods: The present research was a grounded theory study based on a post-positivist approach, in which data analysis was performed using Clark’s situational analysis methodology by drawing three maps, situational map, social worlds/arenas map, and positional map.Results: In the presence of human and non-human factors, cultural, political, historical, and social components, the ordered situational map demonstrated the complexity of the operating room learning environment. The social worlds/arenas map confirmed the existence of several communities of practice wherein surgical residents were present with different power roles, and the positional map showed role of the educational level in the acquisition of the competence in the professional development pathway. Finally, the Triple Helix model of professional development was extracted, which has three components: psychological identity, social identity, and surgical competency.Conclusion: The surgical residents’ professional development in operating rooms occurs due to the acquisition of surgical competency along with the growth of individuals and socialization. As a result, all factors and components impacting the residents' competence development process in this learning environment must be identified and their linkages clarified.

At the Intersection of SLA and Sociolinguistics: The Predictive Power of Social Networks During Study Abroad

AbstractThis longitudinal study of 17 American learners of French lies at the intersection of 2 complementary fields of inquiry in second language acquisition (SLA): language variation and change (LVC) and language acquisition during study abroad. Studies in LVC examine the nature and use of linguistic features that have more than 1 possible realization in native‐speaker speech (i.e., variable features). Conversely, investigations into language acquisition during study abroad have primarily focused on the acquisition of categorical features that have only 1 possible, grammatical realization in the target language, or on the acquisition of global oral proficiency and fluency. Moreover, while studies in LVC have long relied on social network theory to predict language performance, existing research on language acquisition during study abroad provides conflicting results and explanations for learner gains during study abroad. The current study bridges this research gap by providing empirical evidence for the critical role of social networks with target‐language speakers in the acquisition of stylistic variation by French learners during study abroad. Additionally, because this study includes both semester and year‐long learners, results demonstrate the significant impact of time on task, which, when combined with network strength, negates the role of individual learner characteristics previously shown to influence acquisition during study abroad.

Learner Model for AI Convergence Education in Technology Subject

This study devises a model of learner for individualized learning of AI convergence in technological problem solving on technology subjects. It uses the Kolb's research method, which derives four learning styles by synthesizing the correlation between two types of information perception methods and two types of information processing methods. In this study, a creativity-execution model was devised in consideration of the ‘adaptation-innovation type’ of the creativity level and the ‘reflection-action type’ of the execution level. In addition, an interactive-attitude model was devised in which the 'independent-cooperative type' in the interaction dimension and the 'avoidance-participation type' in the attitude dimension act dynamically. Furthermore, a three-factor learner model was developed considering the dimensions of cognitive judgment, creativity, and execution. Also, a five-factor learner model for technological problem-solving was devised and presented, with all five dimensions of cognition-judgment, creativity, execution, interaction, and attitude of the technological problem-solving learning style as factors. The learner characteristics defined through the model design suggested the direction of AI convergence education considering individual characteristics of learners and provided basic data for it. In the future, it is suggested that specific individualized teaching and learning development research be conducted in AI convergence education, considering the characteristics of learners according to the learning style of technological problem-solving.