• Journal of Convergence for Information Technology
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• v.8 no.6
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• pp.67-74
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• 2018

The purpose of this study was to examine the difference between communicative competence and problem solving ability by applying project - based instruction in the community dental hygienic subject. For this purpose, we measured 30 students' communication ability and problem solving ability using the same questionnaire before and after experiencing project learning. The data were Collected from 30 undergraduate students and analyzed by paired t-test with SPSS. The result demonstrated that project-based learning method has an significant effect on improvement of communication skill and problem solving ability of undergraduate students. Based on the results of this study, in order to improve the practical ability, it is necessary to activate the self-directed active learning method such as Project-based learning for community dental hygiene major study.

• The Journal of Korean Association of Computer Education
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• v.19 no.2
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• pp.1-10
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• 2016

This study is for developing a programming education course to improve pre-service teachers' pedagogical content knowledge(PCK) of programming education. A 40-hour training course was designed with App Inventor, a block-based mobile programming environment, and with problem-based learning method and project-based learning method. After the curriculum was adopted to 12 undergraduate students, the effect of education was tested with a programming PCK questionnaire. As a result, after a 20-hour problem-based learning class, overall score and teaching method score were enhanced significantly. After another 20-hour project-based learning class, content knowledge, teaching method, and curriculum score were improved.

• Proceedings of the Korean Information Science Society Conference
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• 2001.10b
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• pp.55-57
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• 2001

강화학습은 한 에이전트가 자신이 놓여진 환경으로부터의 보상을 최대화할 수 있는 최적의 행동 전략을 학습하는 것이다. 따라서 강화학습은 입력(상태)과 출력(행동)의 쌍으로 명확한 훈련 예들이 제공되는 교사 학습과는 다르다. 특히 Q-학습과 같은 비 모델 기반(model-free)의 강화학습은 사전에 환경에 대한 별다른 모델을 설정하거나 학습할 필요가 없으며 다양한 상태와 행동들을 충분히 자주 경험할 수만 있으면 최적의 행동전략에 도달할 수 있어 다양한 응용분야에 적용되고 있다. 하지만 실제 응용분야에서 Q-학습과 같은 강화학습이 겪는 최대의 문제는 큰 상태 공간을 갖는 문제의 경우에는 적절한 시간 내에 각 상태와 행동들에 대한 최적의 Q값에 수렴할 수 없어 효과를 거두기 어렵다는 점이다. 이런 문제점을 고려하여 본 논문에서는 로봇 축구 시뮬레이션 환경에서 각 선수 에이전트의 동적 위치 결정을 위해 효과적인 새로운 Q-학습 방법을 제안한다. 이 방법은 원래 문제의 상태공간을 몇 개의 작은 모듈들로 나누고 이들의 개별적인 Q-학습 결과를 단순히 결합하는 종래의 모듈화 Q-학습(Modular Q-Learning)을 개선하여, 보상에 끼친 각 모듈의 기여도에 따라 모듈들의 학습결과를 적응적으로 결합하는 방법이다. 이와 같은 적응적 중재에 기초한 모듈화 Q-학습법(Adaptive Mediation based Modular Q-Learning, AMMQL)은 종래의 모듈화 Q-학습법의 장점과 마찬가지로 큰 상태공간의 문제를 해결할 수 있을 뿐 아니라 보다 동적인 환경변화에 유연하게 적응하여 새로운 행동 전략을 학습할 수 있다는 장점을 추가로 가질 수 있다. 이러한 특성을 지닌 AMMQL 학습법은 로봇축구와 같이 끊임없이 실시간적으로 변화가 일어나는 다중 에이전트 환경에서 특히 높은 효과를 볼 수 있다. 본 논문에서는 AMMQL 학습방법의 개념을 소개하고, 로봇축구 에이전트의 동적 위치 결정을 위한 학습에 어떻게 이 학습방법을 적용할 수 있는지 세부 설계를 제시한다.

• The Journal of Korean Association of Computer Education
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• v.10 no.6
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• pp.19-27
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• 2007

To help programming learning, we have designed a robot programming course that improves complex cognitive abilities. The developed course was implemented in college programming classes and educational effects were analysed. While students are learning through LEGO Mindstorms NXT and NXT-G software, the students' problem solving abilities have been enhanced. The developed robot programming course gives positive effects on learners' problem solving abilities. It means that the developed course helps a learner in a cognitive domain.

• Proceedings of the CALSEC Conference
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• 2004.02a
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• pp.129-133
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• 2004

최근에는 다양한 에이전트를 전자상거래시스템에 적용함으로써 전자상거래를 보다 활성화시키려는 연구가 늘어나고 있다. 그러나 현재의 에이전트 연구들은 주로 구매자의 선호도에 따른 물품을 추천하는데 있고, 판매 가격이 판매자의 실제 이윤에 미치는 영향을 파악하기 어려운 문제가 있었다 따라서 본 논문에서는 이러한 문제를 해결하기 위해서 원가 회계 이론에 기반한 고저점법과 학습 곡선법을 비교·분석하고 원가를 보다 정확하게 산정하여 입찰가를 결정함으로써 판매자가 적정 이윤을 얻을 수 있도록 한다. 이를 위해 본 논문에서는 각 원가 산정법을 적용한 에이전트의 성능 실험을 통해 성능이 좋은 원가 산정법을 알아내고, 이 에이전트를 활용할 수 있는 XML 기반의 공동구매시스템을 설계한다.

• Journal of Digital Convergence
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• v.15 no.4
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• pp.351-363
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• 2017

It is organized to evaluate the effect of nursing students' learning attitude, learning motivation, problem solving ability, and class participation, after applying team-based learning to basic nursing classes. The subjects were 103 people in the second year of the G region. The data collection was from September 1 to December 5, 2016 by using t-test, one-way ANOVA, paired t-test and Pearson's correlation coefficient. Result is that the ability to solve problems increased, showing a statistically significant difference. Learning attitude and motivation of learning increased and the degree of participation didn't change, but there were no statistically significant differences. The learning attitude shows positive correlation with learning motivation, problem-solving skills and participation. After team based-learning, learning attitude showed a positive correlation with learning motivation, problem solving ability and class participation. Learning motivation shows positive correlation with class participation and so does problem solving ability with participation. Based on the results of this study, in order to improve the practical ability, it is necessary to activate the self-directed active learning method such as team base for nursing major study.

• Proceedings of the Korea Information Processing Society Conference
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• 2004.05a
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• pp.427-430
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• 2004

최근에 전자상거래 분야에서는 다양한 에이전트를 시스템에 적용함으로써 전자상거래를 보다 활성화시키려는 연구가 늘어나고 있다. 그러나 현재의 이러한 연구들은 판매자의 실제 이익보다는 구매자의 선호도에 따른 물품을 추천하는데 있고, 가격과 이윤을 다룬 연구가 있어도 이 가격이 실제 이윤에 미치는 영향을 파악하기 어려운 문제가 있었다. 따라서 본 논문에서는 이러한 문제를 해결하기 위하여 원가 회계 이론에 기반한 원가 산정법들 중에서 고저점법, 산포도법, 학습 곡선법의 비교 분석을 통하여 원가를 보다 정확히 산정하는 방법을 알아내고, 판매자는 이를 반영하여 입찰가를 결정함으로써 적정 이윤을 얻을 수 있도록 한다. 이를 위해 본 논문에서는 각 원가 산정법을 적용한 에이전트의 성능 실험을 하였고, 비교적 우수한 성능을 보인 학습 곡선법을 통해서 적정 이윤을 보장하면서도 낙찰율을 향상시킬 수 있음을 보인다.

• Journal of The Korean Association For Science Education
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• v.37 no.6
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• pp.993-1003
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• 2017

Teachers expect team-based project learning to help students develop collaborative and real-world problem solving skills. In practice, however, students tend to solve problems with simple division of labor, and there is a tendency that learning transfer does not occur in solving problems. The purpose of this study is to develop a collaborative learning model based on the transactive memory system (TMS) and to verify its effectiveness. The collaborative learning model based on the TMS is composed of three stages. The first stage is developing TMS. In this stage, the students learn physics concepts and make knowledge about the expertise of group members through peer instruction. The second stage, activating TMS, is building trust through solving well-defined problems for developing near-transfer. And in the third stage, applying TMS, the students solve an ill-defined problem based on real-world context for practicing far-transfer. Based on this model, a 15-week program including two projects on geometric optics and sound waves was developed and applied to 60 college students. The data for five weeks of one project were collected and analyzed. As a result, the TMS of the experimental group with the TMS-based collaborative learning model improved stepwise. Whereas, the difference between the first week and the last week was statistically significant, while the TMS change of the comparison group using the general project learning model was not significant. Also, the experimental group showed that the learning transfer occurred better in the project than the comparison group. A collaborative learning model based on TMS can be used to learn how students gain synergy through collaboration and how students collaboratively transfer the learned concepts in problem solving.

• Proceedings of the Korean Society of Computer Information Conference
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• 2019.01a
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• pp.59-60
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• 2019

WCS에서 AGV의 스케줄링과 동적, 정적 장애물 인식 및 충돌 회피문제는 오래전부터 다뤄져 온 중요한 문제이다. 본 논문에서는 위의 문제를 해결하기 위해 Lidar 센서를 중심으로 다양한 데이터를 기반으로 한 강화학습 시스템을 제안한다. 제안하는 시스템은 기본의 명시적인 알고리즘에 비해 다양하고 유동적인 환경에서 경로 계획과 동적 정적 장애물을 인식하고 안정적으로 회피하는 것을 확인하였으며 산업 현장에 도입 가능성을 확인하였다. 또한 강화학습의 적용 범위, 적용 방안과 한계에 대해서 시사한다.

• Journal of Digital Convergence
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• v.15 no.10
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• pp.269-279
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• 2017

The purpose of this study was to analyze differences in learning ability, team satisfaction, and learning preference depending on teaming method and the key sub-variables involved in communication ability,, problem solving ability, self-directed learning ability changes before and after team-based learning, and then to apply a team-based learning method to nursing curriculum. From October to December, 2016, 96 first-year nursing students and 108 second-year nursing students of the K University in G city took TBL classes and their observation values before and after TBL classes was analysed with SPSS and Medcalc programs. The results of this study showed that team-based learning was effective in improving communication ability, problem solving ability, self-directed learning ability, and preference to team-based learning was high in teams composed of academic achievement. It is expected that team-based learning can be settled in the curriculum by emphasizing that students learn problem-solving and communication abilities through self-learning and team dynamics before the class, and that it also is a learning method that improves professionalism and individual development. More researches are needed to focus on various factors such as the methodological composition of team-based learning and the preferences of individual student characteristics and learning methods.