• 한국정보교육학회:학술대회논문집
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• 2010.01a
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• pp.101-107
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• 2010

컴퓨터와 통신 기술이 발달한 정보화 사회의 현실에서 웹 기반의 프로그램 및 모바일은 중요한 매체로서 자리잡아가고 있다. 읽기는 정보 획득에서 가장 중요한 학습능력이나 학습장애아의 대부분이 읽기능력에서 문제를 가지고 있다. 오늘날 컴퓨터의 발달은 아동의 언어교육 특히 읽기 교육을 위해서 시간과 공간의 제약을 넘어 자주적으로 학습할 수 있는 모바일 활용 학습을 가능하게 하고 있다. 본 논문의 목적은 학습장애아들의 읽기 능력을 향상하기 위한 PREP 기반의 모바일 시스템을 설계하는 데 있다. 본 시스템을 통해 첫째, 학습장애아들의 읽기 능력 프로그램이 특수교사, 일반교사, 학생과 상호협력 할 수 있는 프로그램을 제공함으로써 학습장애아의 읽기 능력에 대한 진전도를 점검하고 학습능력을 향상시킬 수 있도록 설계하였다. 둘째, 학습자의 개별적 수준에 따라 수준별 학습을 제공하여 다양한 학생의 개별적 수준을 충족할 수 있도록 설계함으로써 학습장애아동의 읽기능력 향상에 기여할 수 있다. 셋째, 모바일 기기를 통해 공간적, 시간적 제약을 벗어남으로써 기존의 PREP 프로그램을 적용하는 것보다 효과적으로 읽기 능력을 향상시킬 수 있다.

• Journal of the Korea Society of Computer and Information
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• v.28 no.5
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• pp.189-196
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• 2023

This study aims to show that "Computer-assisted language learning (CALL)" and "Mobile-based language learning (MALL)" actually influence education, deviating from the traditional "drill and practice" method in foreign language education and learning due to the development of information and communication technology (IT). Specifically, for first-year college students who have relatively poor English skills and do not feel enough motivation for English learning, I will produce educational video content using multimedia authoring tools and upload it to the e-learning system. Video content is configured to be accessed and utilized through various media such as computers, smartphones, tablets, laptops, etc. Ultimately, an exploration of educational value behind the utilization of IT devices in English language Teaching(ELT) and the Second Language Acquisition (SLA) theory behind effective instructional use of such technology are presented. That is to say, the effectiveness of language learning using information and communication technology (IT) is introduced. The article closes by suggesting how to use computers and mobile media for 'Flipped Learning'.

• Proceedings of the Korean Society of Computer Information Conference
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• 2020.01a
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• pp.47-49
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• 2020

본 논문은 유아기 언어 발달 시기에 한글의 기초 단계를 학습하기 위해 기존의 학습지 형태의 한글 교육 선행 학습과는 달리 시각적, 청각적 효과로 몸의 감각을 통해 창의적이고 동적으로 사물을 배우며 이러한 자극으로 정보를 기억하고 축적할 수 있는 한글 학습 교육용 콘텐츠를 개발하고자 한다. 이는 유아의 호기심을 자극할 뿐만 아니라 모바일 플랫폼과의 상호작용을 통해 재미와 즐거움을 키우며 나아가 지식을 얻을 수 있다. 더불어 유아가 한글 학습의 놀이 과정을 통해 창의력을 높이고, 다방면으로 문제를 해결할 수 있는 능력을 키울 뿐만 아니라 학습을 통해 스스로 이끌어가는 자기 주도적 학습 능력을 키울 수 있을 것으로 기대한다.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.11 no.3
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• pp.592-599
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• 2007

The advancement of wireless technology improves the electronic learning by combining with the mobile function, and promotes the expanded transition to the mobile learning. Basically, the mobile learning provides the usefulness in terms of tile and space to provide learners with the access to the educational contents. However, the small display device and limited memory space of mobile device is limiting the access to the learning contents simply to the text-based transmission. This paper designed and implemented the multimedia mobile learning system that reduces the size of parser by define into MSMIL composed only of needed tag to multimedia contents production in the mobile devices by using the SMIL that supports the multimedia object synchronization reduces the data of multimedia learning data and enhances the transmission efficiency by applying the macro method in creating the contents of learning. The results of implementation indicates that it simplifies the designing language, makes the language learning easy, and saves the CPU resources for the parsing by reducing the size of parser.

• Journal of Digital Contents Society
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• v.18 no.6
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• pp.1101-1107
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• 2017

This study explored the effect of ASR-based pronunciation instruction, using a mobile platform, on EFL learners' pronunciation development. Particularly, this quasi-experimental study focused on whether using mobile ASR, which provides voice-to-text feedback, can enhance the perception and production of target English consonants minimal pairs (V-B, R-L, and G-Z) of Korean EFL learners. Three intact classes of 117 Korean university students were assigned to three groups: a) ASR Group: ASR-based pronunciation instruction providing textual feedback by the mobile ASR; b) Conventional Group: conventional face-to-face pronunciation instruction providing individual oral feedback by the instructor; and the c) Hybrid Group: ASR-based pronunciation instruction plus conventional pronunciation instruction. The ANCOVA results showed that the adjusted mean score for pronunciation production post-test on the Hybrid instruction group (M=82.71, SD =3.3) was significantly higher than the Conventional group (M=62.6, SD =4.05) (p<.05).

• Annual Conference on Human and Language Technology
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• 2019.10a
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• pp.443-448
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• 2019

본 논문은 공공 데이터 Open API와 TMDB(The Movie Database) API를 이용하여 사용자의 선호 영화를 Google에서 제공해주는 Tensoflow로 인공신경망 딥러닝 학습하여 사용자가 선호하는 영화를 맞춤 추천하는 애플리케이션의 설계 및 구현에 대하여 서술한다. 본 애플리케이션은 사용자가 쉽게 영화를 추천받을 수 있도록 만들어진 애플리케이션으로 기존의 필터링 방식으로 추천하는 방식의 애플리케이션들과 달리 사용자의 취향을 딥러닝 학습을 통해 최적의 영화 Contents를 추천함과 아울러 기존 영화의 특성을 학습하여 흥행할 신규 영화를 예측하는 기능 또한 제공한다. 본 애플리케이션에 사용된 신규 영화 흥행 예측 모델은 약 85%의 정확도를 보이며 사용자 맞춤추천의 경우 기존 장르 추천이나 협업 필터링 추천보다 딥러닝을 통한 장르, 감독, 배우 등의 보다 세밀한 학습 추천이 가능하다.

• Proceedings of the Korean Society of Computer Information Conference
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• 2019.07a
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• pp.55-56
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• 2019

본 논문은 유아기 언어 발달 시기에 한글의 기초 단계를 학습하기 위해 기존의 교육 방식과는 달리 시각적, 청각적 효과로 몸의 감각을 통해 사물을 배우며 이러한 자극으로 정보를 기억하고 축적할 수 있는 에듀테인먼트 콘텐츠를 개발한다. 유아의 호기심을 자극할 뿐만 아니라 모바일 플랫폼과의 상호작용을 통해 재미와 즐거움을 키우며 나아가 지식을 얻을 수 있다.

• Journal of the Korea Society of Computer and Information
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• v.16 no.5
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• pp.41-50
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• 2011

In this study, we developed mobile contents and mobile learning system for learning of english presentation based on Android platform. First, the application including contents transfer system which enables contents run on Android platform was developed for learning of English presentation. Second, presentation contents which will be applied on the application were manufactured. The contents developed in this study are for learning English presentations. The contents are classified into two parts; Part 1 is for basic English presentations, and Part 2 is for advanced English presentations. Each part is made up with 9 units, and each unit is composed differently by topics. The number of whole chapter for both parts is 51. We analyzed the questionnaire responses with respect to UI satisfaction and satisfaction of the learning experience. The UI satisfaction results showed that 85% of the participants were satisfied at an ordinary or higher level with our system. And The satisfaction of the learning experience results showed that 95% of the participants were satisfied at the ordinary or higher level with our system.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.26 no.6
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• pp.872-880
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• 2022

This paper present a design and implementation of a Contents Management System (CMS) to be integrated into a game that uses a Digital Game-based Learning (DGBL) approach for helping tourists learn about tourism spots as a part of the Package Tour Application. In terms of design, this paper shows a system architecture that consists of a database to store the game's content such as tourism spot information, score and question configuration, score history, et cetera, a web application to manage the content and a Rest API to delivers the content to the mobile game. Meanwhile, in terms of implementation, MySQL database and PHP programming language are used. Moreover, a time response performance evaluation is conducted which resulted in between 0.77 s to 1.4 s from CMS to the database. Once successfully integrated with the game, the CMS will allow the game to be played on multiple tours simultaneously, without having to rebuild the game for every package tour group.

• The Journal of the Korea Contents Association
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• v.15 no.6
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• pp.616-631
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• 2015

This study proposes a mobile Augmented Reality (AR)-based "word card" learning tool for children aged 3 to 5. First, this study suggests a learning structure to improve motivation and immersion of learning, Secondly, it designs and implements the user interface applying the proposed learning structure. Also, it designs a content management tool supporting the production of the content so that instructors can easily manage the contents for various learners. This study is conducted by four steps - reference research, design of "word card" learning content for the learner, design of content management tool for the instructor and the effectiveness verification of the proposed content. The proposed content was designed based on an education content architecture for enhancement of immersion and motivation to study. Moreover, it includes an 'AR content management tool for instructor' designed to easily update AR education content. The class for six children aged 3 to 5 was given to validate the enhancement of immersion to study. Experiment results showed that the proposed content enhanced the study immersion and that special interaction design for early children was necessary.