Ha-Kyun Kim

The Effects of Transfer of Education Training on Korean Enterprise Revitalization -Focusing on Characteristics of Education Training Program and Organization Characteristics in Cyber Education-

This article starts with a review of the organization characteristics and corporate education training program, especially in relation to the cyber education. In particular, we empirically analyzed the factors affecting the characteristics of education program (e.g., relatedness of the program contents, method of education and instructor`s ability) and the organization characters (e.g., support of manager and coworker, education culture). Hence the main purpose of this article is to suggest an empirical model explaining how these factors affect the transfer of training and enterprise revitalization. Furthermore, we suggested an expanded model about cyber education training program, transfer of training, and corporate`s facilitation. We founded that the contents and method of education significantly affect the transfer of training, while instructor`s ability does not significantly affect. Supports from manager and coworkers, education culture, and transfer of training also affect the enteprize revitalization.

A Study on the Influence of the Motivational Characteristics of m-Learning on the Learning Outcome

In this study, a survey was held of m-learning educators in order to find out about the influence given to motivation by the characteristics of m-learning based on the parameters of the learning outcome. As a result of the analysis, it was revealed that the characteristics of m-learning provide a significant effect on the learning outcome and it was shown that the learning outcome provides a significant effect on the learning flow as well. This study aims to provide direction and guidelines for support service for learners for the improvement of the quality of m-learning to bring about enhancement in results and the fulfillment of successful learning by students.

The Personal Information Overloads Effect Information Protective Responses in the Internet of Thing (IoT) Era

With the emergence of information overload in the age of the Internet of Things (IoT), data are collected and information is processed regardless of personal will. This study aims to examine the impact of personal information overload on perceived risks and information protective responses in the IoT environment. In this study, a research model related to personal information overload was proposed and empirical analyses were conducted. The major findings are as follows. First, personal information overload had a significant effect on perceived risks (economic, social, time loss, and privacy risks). Second, among perceived risks, economic, social, and privacy risks had a significant effect on information protective responses while time loss risk did not.

Factors of UTAUT Affecting the Use Behavior: Based on Telegram Application in Uzbekistan

Smartphone enables its users to download and install software, games and other programmes provided by third-party providers. The third-party software, that is installed on most Smartphones, are also known as a mobile application. These existing mobile applications run on mobile operations systems. The purpose of this study is to explain the factors affecting the user acceptance of Telegram app in Uzbekistan. In order to comprehend user acceptance of this application, it is necessary to examine the determinants of behavioral intention to use the application. Thus, this study developed a research model, based on the Unified Theory of Acceptance and Use of Technology (UTAUT). This study is aimed to identify the factors that affect the user behavior, proposing a model based on a UTAUT model. Therefore, the result is considered to be valuable in finding the other application in Uzbekistan, as this study focused on Telegram users in Uzbekistan. SPSS 22.0 was used for basic statistics and Smart PLS 2.0 was used for hypothesis testing. The empirical results of this study are summarized as follows. First, performance expectancy, effort expectancy, social influence and facilitating conditions significantly affect behavioral intention. Second, behavioral intention significantly affect use behavior.

Factors of Participation Motivation in Long-Life Education Affecting Education Effectiveness through Education Satisfaction

Most of the researches on the motivation of participation in lifelong education affect the life of the elderly and the change of life in the .previous researches. Until now, research on the effects of education on the nature of education is rare. Lifelong education emphasizes social and educational importance in terms of improving the quality of life of educators. The market of long-life education is continuously increased by government and civilian including university, various age groups are involved in long-life education. apart from the elderly. Factors of participation motivation in long-life education were derived from previous studies, the research model was empirically tested using the questionnaire method. SPSS 22.0 was used for basic statistics and Smart PLS 2.0 was used for hypothesis testing. Smart PLS2.0 is a Received (March 11, 2017), Review Result (March 24, 2017) Accepted (March 31, 2017), Published (May 31, 2017) 18323 Divi. of Business, Suwon Univ., 17 Wawooyan-Gil, Bongdam-Eup, Hwasung-Si, Kyoungki-Do, Korea email: s76412@hatmail.com (Corresponding Author) 48513 Divi. of Business, Pukyoung National Univ., 45 Youngso-Ro, Nam-Gu, Busan, Korea email: kimhk@pknu.ac.kr Factors of Participation Motivation in Long-Life Education Affecting Education Effectiveness through Education Satisfaction Copyright c 2017 HSST 176 structural equation method of partial least square. The empirical results of this study are summarized as follows. First, goals oriented and activity oriented significantly affect education satisfaction among the factors of participation motivation in long-life education, but learning oriented does not affect education satisfaction. Second, education satisfaction significantly affect self-confidence and achievement needs in education effectiveness.