• Journal of Digital Convergence
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• v.13 no.9
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• pp.409-418
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• 2015

This study was performed to develop and evaluate the effects of Team-Based Learning(TBL) on cardiac problem in adult nursing. The study measured problem-solving ability, critical thinking disposition, academic achievement and, class satisfaction for learning outcomes of course. Pretest-posttest design with nonequivalent control group was utilized to analyze the effects of TBL. Experimental group and control group each consisting of 52, 54 participants was picked from the junior students. The experimental group was given the TBL for 6 hours and control group was given a lecture and case-based announcement class. In results, significant improvements were found in problem-solving ability(F=5.92, p=.017), and class satisfaction(F=5.80, p=.018). Critical thinking disposition and academic achievement of experimental group were improved than those of control group, but there were not statistically significant difference.

• Annual Conference of KIPS
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• 2024.05a
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• pp.635-638
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• 2024

최근, 대조 학습 기반의 멀티미디어 추천 시스템들이 활발하게 연구되고 있다. 이들은 아이템의 다양한 모달리티 피처들을 활용하여 사용자와 아이템에 대한 임베딩들(뷰들)을 생성하고, 이들을 통해 대조 학습을 진행한다. 학습한 뷰들을 추천에 활용함으로써, 이들은 기존 멀티미디어 추천 시스템들보다 상당히 향상된 추천 정확도를 획득했다. 그럼에도 불구하고, 우리는 기존 대조 학습 기반의 멀티미디어 추천 시스템들이 아이템의 뷰들을 생성하는 데에 아이템의 모달리티 피처들을 올바르게 반영하는 것의 중요성을 간과하며, 그 결과 추천 정확도 향상에 제약을 갖는다고 주장한다. 이는 아이템 임베딩에 아이템 자신의 모달리티 피처를 올바르게 반영하는 것이 추천 정확도에 향상에 도움이 된다는 기존 멀티미디어 추천 시스템의 발견에 기반한다. 따라서 본 논문에서 우리는 아이템의 모달리티 피처들을 올바르게 반영할 수 있는 뷰(구체적으로, 모달리티 반영 뷰)를 통해 대조 학습을 진행하는 새로운 멀티미디어 추천 시스템을 제안한다. 제안 방안은 두 가지 실세계 공개 데이터 집합들에 대해 최신 멀티미디어 추천 시스템보다 6.78%까지 향상된 추천 정확도를 보였다.

• Annual Conference of KIPS
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• 2023.05a
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• pp.618-620
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• 2023

최근 자연어처리 분야에서 의미론적 유사성을 반영하기 위한 대조 학습 (contrastive learning) 관련 연구가 활발히 이뤄지고 있다. 이러한 대조 학습의 핵심은 의미론적으로 가까워져야 하는 쌍과 멀어져야 하는 쌍을 잘 구축하는 것이지만, 기존의 손실 함수는 문장의 상대적인 유사성을 풍부하게 반영하는데 한계가 있다. 이를 해결하기 위해, 이전 연구에서는 삼중 항 손실 함수 (triplet loss)를 도입하였으며, 본 논문에서는 이러한 삼중 항을 구성하기 위해 대조 학습에서의 효과적인 토큰 컷오프(cutoff) 데이터 증강 기법을 제안한다. BERT, RoBERTa 등 널리 활용되는 언어 모델을 이용한 실험을 통해 제안하는 방법의 우수한 성능을 보인다.

• Journal of Digital Convergence
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• v.16 no.8
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• pp.221-231
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• 2018

The purpose of this study was to identify the effect of simulation integrated with problem based learning(SIM-PBL) on nursing students. A non-equivalent pre-post test of quasi-experimental design was used. 37 were assigned to an intervention group and 41 to a control group. SIM-PBL was applied to intervention group and simulation was applied to control group. Data were analyzed using the SPSS 20.0 program. There were significant increases in system thinking(t=2.14, p=.036), proactivity in problem solving(t=2.07, p=.042), and performance ability for medication(t=5.26, p=<.001) in the intervention group compared to the control group. However, there was no difference in learning flow between the intervention and control groups. In order to adapt to the clinical setting, it is necessary to consider the SIM-PBL needs to be considered in the curriculum of nursing students.

• Annual Conference on Human and Language Technology
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• 2022.10a
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• pp.337-342
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• 2022

본 논문은 한국어-영어 기반 영상-언어 모델인 VL-KE-T5를 소개한다. VL-KE-T5는 영상-텍스트 쌍으로 구성된 한국어와 영어 데이터 약 2천 3백만개를 이용하여 영상-언어 모델의 임베딩 벡터들을 정렬시킨 사전학습모델이며, 미세조정을 통하여 여러 영상-언어 작업에 활용할 할 수 있다. VL-KE-T5는 텍스트 기반 영상 검색 작업에서 높은 성능을 보였으나, 세세한 속성을 가진 여러 객체들의 나열이나 객체 간 관계를 포함한 텍스트 기반 영상 검색에서는 비교적 낮은 성능을 보였다.

• Journal of the Korea Convergence Society
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• v.9 no.5
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• pp.247-256
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• 2018

The purpose of this study is to examine effects of pre-learning and role learning using video on self-regulated learning of nursing students in fundamental nursing practice education. A nonequivalent control group was designed to conduct a pre-post test for this study. The participants were assigned to the experimental(n=84) or control group(n=76). Data was collected from March to June, 2016. The experimental group received education based on pre-learning and role learning using video for 13 weeks. On the other hand, the control group only received explanation-based education. Data was analyzed using ${\chi}^2-test$, independent t-test, and ANCOVA. There was a significant increase in rehearsal, metacognition, self-efficacy, and help seeking in the experimental group compared to those in the control group. Results of this study indicate that pre-learning and role learning using video were effective in enhancing students' ability in rehearsal, metacognition, self-efficacy, and help seeking sections.

• Journal of Convergence for Information Technology
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• v.10 no.6
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• pp.49-58
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• 2020

This study was conducted to identify the changes in academic self-efficacy and self-directed learning ability after applying flipped learning using media convergence to the basic nursing practice courses. It is offering flipped learning to 22 students from the experimental group and 26 students from the control group. Data were collected from August 27 to December 3, 2019. The difference in academic self-efficacy before and after the flipped learning was no significant difference between the two groups. However, the difference in self-directed learning ability was 11.32 points in the experimental group and 0.23 points in the control group (t=2.32, p=.027). According to the results of this study, flipped learning using media convergence was found to be an effective teaching method to improve self-directed learning ability of students. Therefore, it is necessary to study the expanded application of flipped learning using media convergence to various nursing subjects.

• Journal of the Korea Convergence Society
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• v.9 no.5
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• pp.257-267
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• 2018

The purpose of this study was to evaluate the effects of an ESP module program which combines Keller's ARCS model for the $1^{st}$ grade nursing students. Students' learning motivation and academic achievement were compared between an intervention group and a control group and their perception and subjective effects on the module program were identified. Quantitative data showed that the overall level of learning motivation in the intervention group was significantly higher than that in the control group (t=2.391, p=.019). No significant difference was found on the level of academic achievement between two groups (t=0.116, p=.098). Contents analysis on the qualitative data showed that ESP module program was interesting, effective, helpful for understanding clinical settings, and giving confidence and satisfaction. According to the result, it is assumed that the ESP module program which combines ARCS model can be effective in motivating the $1^{st}$ grade nursing students to learn nursing contents and English.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.4
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• pp.1732-1739
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• 2011

This study aims to make a comparison of educational effectiveness between instructor-centered learning and video self-instruction(VSI) about automatic external defibrillator(AED) for high school girls in order to help select an effective teaching method concerning AED. A total of 59 high school girls (29 for the experimental group, 30 for the control group) in J Province participated in this study from July 7 to 14, 2010. The analysis was carried out by using an SPSS WIN 12.0 Version program. After the AED instruction, the knowledge increased more in the experimental group (1.72) than that in the control group (1.60); self-confidence increased more in the experimental group (1.58) than that in the control group (1.46); and accuracy of technical performance increased more in the control group (5.46) than that in the experimental group (4.20). The experimental group (5.68) was more satisfied with AED instruction than the control group (4.95). Since video self-instruction proved to be more educationally effective than instructor-centered learning in most areas, it is necessary to apply video self-instruction to AED instruction in the future. However, further researches are necessary to see if video self-instruction is effective.

• The Journal of the Korea Contents Association
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• v.17 no.2
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• pp.499-508
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• 2017

The purpose of this study was to examine the effects of Bloom's mastery learning model on academic self-efficacy, learning satisfaction, and nursing skills performance of nursing students. A quasi-experimental study with a non-equivalent control group pretest-posttest design was used. Participants were recruited from two nursing colleges. The sample consisted of an intervention group (n=31) that participated in the educational program and a control group (n=30). The data were collected using self-administered questionnaires from November 2, 2015 to November 27. Data analyses utilized $x^2$-test & t-test. After the education of Bloom's mastery learning model, learning satisfaction and nursing skills in the experimental group was significantly increased than that of the control group. However, there were no statistically significant differences between the groups with academic self-efficacy. Findings indicated that, this program can be recommended as an effective educational program for the nursing student to improve their fundamental nursing skills.