The Korean Society of Special Education

Aim: After periodic implementation of the Home and sELf care Program (HELP, a pilot project supported by the ministry of health and welfare of the Korean government) in patients with T1DM, we evaluated the long-term effects on glycemic control. Methods: We included 120 T1DM patients aged 15 years or older. Structured educations, including physician consultation as well as nursing and nutrition education, were provided to the subjects up to four times a year, and remote support using digital apps and phones was provided between educations. Patients were followed up at average intervals of 2 to 4 months, up to a maximum of 24 months. The primary endpoint was mean HbA1c of subjects at f/u visit. Results: Patients who received at least one structured education had a mean HbA1c reduction of more than 1.0% from baseline, even after adjusting for confounders [%, from 8.52 ± 2.11(SD) to 7.31 ± 1.20 at 1st f/u visit (p < 0.001); 7.42 (after adjustment, 7.29-7.54, 95% CI), from 8.50 ± 2.12 to 7.37 ± 1.32 at 7th f/u visit (p < 0.001); 7.42 (after adjustment,7.31-7.53, 95% CI)]. TIR was maintained at least 55% or more on average for 24 months, and TBR (70 & 54) also gradually improved to the recommended range (<5% & <1%, 18 - 24 moths). Conclusion: The effect of HELP on glycemic control in patients with T1DM was found to be a significant improvement, as well as an improvement in CGM-based indices. Disclosure D. Koo: None. L. Dayeon: None. J. Ko: None. S. Moon: None. C. Park: None.

This study investigated the relationship among school engagement, students’ emotions, and academic performance of students in grades 3-6 in South Korea. A random sampling approach was used to extract data from 1,075 students out of a total of 141,926 students who used the educational learning platform, I-TokTok, adapted as the primary Learning Management System (LMS) at the provincial level. The present study aimed to identify dimensions of school engagement by exploring the behaviors consistent with IMS Caliper Analytics Specifications, a common standard utilized for collecting learning data from digital resources. Exploratory and Confirmatory Factor Analyses revealed a three-factor model of school engagement among the 13 learning behavioral indicators: behavioral engagement, social engagement, and cognitive engagement. Students’ emotions were measured through voluntary daily activities in the platform involving reflecting on, recognizing, and recording of their emotions. Students’ academic performance was assessed with performance in math tests administered within the platform. Consistent with current literature, results demonstrated that dimensions of school engagement (i.e., behavioral and social engagement) and students’ emotions positively predicted their math performance. Lastly, school engagement mediated the relationship between students’ emotions and math performance. The present study emphasizes the importance of investigating the underlying mechanisms through which elementary students emotions and school engagement predict academic achievement in an online learning environment. This relatively new area of educational research deserves attention in the field of learning analytics. We highlight the importance of considering ways to improve both students’ emotions and their school engagement to maximize the student learning outcomes.