In this blog post, we’ll provide a detailed example of a personal statement for applying to the Department of Computer Engineering at Kumoh National Institute of Technology, focusing on three questions (academic effort, school activities, and examples of consideration and cooperation). We’ll outline your learning experiences, activities, and lessons learned, along with actual sample answers.
Academic Efforts and Learning Experiences
Since I lived in a rural area and did not have access to a wide range of educational opportunities, I participated in “Dream Class,” a career exploration program hosted by my school. While living in the dormitory with peers from my grade for three weeks, I received self-directed learning coaching and career counseling from college student mentors, and through that process, I developed an interest in the Department of Computer Engineering and the profession of a programmer. Through the mentoring program, I began studying the C programming language, which I was encountering for the first time. Later, while participating in a computer science class, I heard about the upcoming “On-Campus Information Olympiad” and, as I began to solidify my dream of becoming a game developer, I immediately started studying C. To prepare for the competition, I purchased several related books and studied day and night, solving problems ranging from basic to advanced on my own. As a result, I earned an Excellence Award at the School Information Olympiad. Although it felt difficult at first, this achievement felt all the more valuable because it was the result of my passion and perseverance toward my dream, and I learned that effort is the key to achieving one’s goals.
Since then, to develop the skills required of a developer, I have been studying C# with the goal of mastering the Unity engine. With the help of my computer science teacher, I overcame difficult challenges, and I actively sought out areas I didn’t understand, filling in the gaps through online research and advice from experts. As I took the initiative to seek out answers to my questions, I realized that a “passion for trying anything” leads to greater learning and achievement, which is why I decided to major in computer science with the goal of becoming a game developer.
School Activities: Debate on Game Industry Regulation
Since the 2000s, South Korea’s game industry has developed rapidly, becoming a new source of revenue; however, this has also sparked debates regarding youth gaming addiction and regulation. As someone aspiring to become a game developer, I questioned whether government-led blanket regulations were appropriate and organized a free-form debate during a school debate session on the topic of “Game Industry Regulation and Youth Gaming Addiction.” Speaking from the opposing side, I presented my arguments and raised the question of how the World Health Organization’s (WHO) introduction of a gaming disorder code would affect the domestic industry. I countered that classifying gaming addiction as a disease risks stigmatizing even teenagers who simply enjoy gaming as “addicts.”
The pro side pointed out that excessive gaming hinders adolescents’ concentration and creativity during their formative years and negatively impacts their health and the development of their self-identity. I believed it was wrong to attribute individual behavior to the faults of the entire industry, and through the debate, I began to seriously consider the balance between regulation, industry development, and addiction prevention. After a lengthy discussion, I concluded that the role of mediators—such as parents at home—is crucial in preventing adolescent gaming addiction. The key lesson I learned from this activity was the importance of active parental intervention—where parents monitor their children’s daily lives and help them find joy in the real world—and the emphasis on a shared responsibility between families and society rather than relying solely on regulation.
Examples of Practicing Consideration, Sharing, and Cooperation in School Life
During my three years of high school, I learned the values of consideration and sharing through my participation in the school’s “Clean Supporters” program. This role involved guiding students at the school gate regarding their attire and tardiness, as well as arranging chairs, tidying up, and cleaning during assemblies and events; I worked hard to maintain a clean school environment and foster an exemplary learning atmosphere. By voluntarily taking on menial tasks that many of my friends were reluctant to do, I developed a proactive attitude toward service and a strong sense of responsibility.
By greeting students every day and participating in trash cleanup and cleaning the Inclusive Education Support Office, I came to understand what true consideration really means. Previously, I had thought of consideration as merely offering help, but as I grew closer to classmates with physical and autism spectrum disorders in the Inclusive Education Support Center, I learned that true consideration means being there to support others by filling in the gaps so they can live independently. Through the process of taking the initiative to help, I learned to consider others’ perspectives and put that into action; this experience fostered my ability to collaborate and empathize.
