|The purpose of this study is to investigate the effect of smart education tool on class attention and study achievement when it is applied in the Korean language course in elementary schools. A class that applied the smart education tool on total 36 sessions of the Korean language in 6th grade was conducted on the experiment group, and traditional lecture instruction was conducted on the control group. The experiment period was 9 weeks. t-test for independent sample was conducted to verify the effect after the experiment. As a result of conducting investigation on the experiment group and control group after the experiment, the experiment group showed significantly higher class attention level and study achievement in Korean language courses than the control group. Among entire (p = .0016) and 5 sub-factors of the class attention of Korean language course, 4 sub-factors excluding the learning oriented behavior, meaning learning mind oriented attention behavior (p = .0145), class posture oriented attention behavior (p = .0017), class attitude oriented attention behavior (p = .0073), and intensified learning oriented attention behavior (p = .0000) were significantly higher in the experiment group than the control group, and the experiment group was significantly higher than the control group for learning achievement level of the Korean language course as well(p = .0454). This study verified that the use of smart education tools in Korean language classes improved class attention and study achievement, and contributed to the diversity and improvement of smart education tools utilization by suggesting ways to ease tool access.