• Proceedings of the Korea Information Processing Society Conference
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• 2021.05a
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• pp.548-550
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• 2021

눈-손 협응력은 시각정보를 손의 운동 정보에 적용시키는 뇌의 능력으로 일상생활을 하거나 복잡한 운동 기술을 발휘하는데 필수적인 기능이다. 본 논문은 눈-손 협응 능력이 발달하는 과정에 있는 아동을 대상으로 게임을 통해 눈-손 협응력 훈련을 진행할 수 있는 가상현실 콘텐츠를 제작하였다. 제작된 가상현실 콘텐츠는 눈과 손 인터페이스를 통해 가상현실의 물체와 상호작용하도록 요구함으로써 게임형식으로 과제를 제공한다.

• The Journal of Korean society of community based occupational therapy
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• v.5 no.1
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• pp.63-69
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• 2015

Objective : This study was the influence of the training program using virtual reality on eye-hand coordination in children with developmental disordered. Methods : Six children(5 males, 1 female)with developmental disordered were recruited and randomly assigned to the control group(n=3) and the experimental group(n=3). Three children in the control group performed a fifty minutes of SI program ten times for ten weeks. In the experimental group, the other three children underwent a fifty minutes of SI program and virtual reality game. K-DTVP-2(Korean Developmental Test of Visual Perception)was used to measure the eye-hand coordination. Results : After a ten weeks of training program, there were significant differences in the eye-hand coordination in the experimental group. Conclusion : The training program using virtual reality games influenced for improving at the eye-hand coordination in children with developmental disordered.

• Journal of Korea Entertainment Industry Association
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• v.15 no.1
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• pp.221-228
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• 2021

This study aims to provide basic data for developing hand functional training programs using a keyboard to see if there is a relationship between the smart keyboard input speed using both hands, the Dexterity of the hand and the eye-hand coordination ability. The smartphone keyboard input speed, Purdue Pegboard, Grooved Pegboard Test, and Korean-Developmental-Test of Visual Perception-Adolescent were evaluated for 40 university students Province. An independent sample t-test and one-way ANOVA were conducted to identify differences in smartphone keyboard input speed, dexterity, eye-hand coordination ability and visual-motion using both hands according to the general characteristics of the subjects. Pearson correlation was also conducted to find out the relationship between hand-used smartphone keyboard input speed, hand dexterity, eye-hand coordination ability and visual-motor. As a result, the smartphone keyboard input speed using both hands showed a correlation with the dominant hand in the Purdue Pegboard Test (r=-.313, p<.05). In addition, the input speed of the smartphone keyboard is Copying(r=-.333, p<.05), Visual Motor Search(r=.455, p<.01), Visual Motor speed(r=-.453, p<.01) and Form Constancy (r=-.341, p<.05) in the item of K-DTVP-A. Therefore, it is believed that it will be helpful in the development of a treatment program using a smartphone, and it is expected that the effectiveness of a treatment program using a smartphone will be proven through additional experimental studies in the future.

• Journal of Gifted/Talented Education
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• v.13 no.1
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• pp.65-80
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• 2003

The purpose of this study was to investigate the Asynchronous development of young gifted children by parents' perception. Total 3 groups of 145 subjects from age 30 months to 6 years 10 months old young gifted children's parents participated. The major findings were as follows: (1) The mean developmental characteristics was at a high average level. The developmental subscales tended to be high. The level of verbal understanding/expression tended to be high. It reared as followed; intellectual capacity, emotional maturity, visual-motor coordination, morality, self-behavior control, emotion control, physical development, social development, peer relationship, leadership ability. (2) There were significant differences between intellectual capacity, verbal understanding /expression and physical, social development, self-behavior control, emotion control. There were significant differences between physical development, self-behavior control and emotion control as children got lower. There were significant differences between verbal understanding/expression and visual-motor coordination as children got older. There were significant differences between social development, peer relationship and self-behavior control, emotion control as children got older. Also, there were significant differences between leadership ability and self-behavior control, emotion control as children got older. There were significant differences between morality and self-behavior control as children got older. These findings suggested that young gifted children were in the special needs because of the developmental differences.