• Journal of the Korean earth science society
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• v.36 no.3
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• pp.246-257
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• 2015

The purpose of this study was to develop and apply three types SMART instructional modules about the mineral resources and investigate its effect. One hundred students in the experimental group and 111 students in the control group from 6 classes in the $1^{st}$ year of a girl's high school participated in this study. One unit of tablet PC was provided to every two students in the experimental group and three types of SMART classes were implemented in class. Teacher-centered traditional classes were carried out for the control group. The instrument designed to assess the level of students' interest in mineral resources consisted of 10 items using 5-point Likert scale. To investigate the level of students' understanding, 15 items were developed on the mineral, mineral deposits, and the development of mineral resources. In addition, the participants were asked to describe advantages and disadvantages of the classes using the SMART modules. Results are as follows. First, participants in the experimental group showed a significantly higher level of interest on the mineral and the mineral learning than those in the control group. However, there was no significant difference between the two groups in terms of the desire to observe minerals and rocks. Second, students in the experimental group showed a higher level of understanding than the control group. The students with higher learning ability showed a significantly higher level of understanding than the lower group students. Third, the participants pointed out that the advantage of the SMART instructional modules was their experience in searching the relevant information and producing diverse outputs about mineral resource. On the contrary, the difficulties in coordinating opinions and decision making due to the excessive quantity of information were perceived as the disadvantage.

• Journal of the Korean earth science society
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• v.34 no.7
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• pp.727-737
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• 2013

The purpose of this study was to investigate the middle school students' perception and their learning satisfaction in SMART learning based science instruction. Three types of modules on the solar system and lunar phases unit at the middle school level were developed and lessons on each module were taught to 207 student participants. All participants were provided with tabletPC(iPad2) with iOS5 installed, and using astronomy app Solar Walk, mirroring function, QR code, and Google Presentation, the lessons were carried out both in classroom and at home. The instrument for assessing students' perception on the SMART learning-based instruction was developed based on 4 factors including Self-directed, Motivation, Adaptiveness, and Technology Embedded, with a Likert scale from 1-5 on 20 items. The learning satisfaction survey instrument was originally from Keller's work (1987), and its test items were adapted and modified. To reveal the perception and learning satisfaction about SMART learning-based science lessons, the participants were comparatively analyzed by gender and science achievement levels. Results indicated that male students showed positive perception for the SMART learning-based instruction. Group with higher science achievement scores showed more positive perception of the SMART learning-based instruction in terms of Self-directed and Motivation factor. Also, the learning satisfaction of male students was higher than female students and group with higher academic ability more satisfied with the SMART learning-based instruction than the low group. The results provide implications for future development of programs and help set a direction of increasing the use of a SMART learning-based science in school.

• Journal of Digital Convergence
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• v.13 no.9
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• pp.243-250
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• 2015

Mobile learning content implementing is IT tourism convergence study that IT convergence IT and tourism. Learning to increase the effectiveness of mobile learning content for each learning module, It proposed u-smart tourist information 2.0 systems. Mobile learning content, implementation is u-smart tourist information 2.0 can use the system. Convergence/integration of design patterns and XML is so interesting to students. This is the maximum benefit which is taught classes for each learning module divided into learning the Design Pattern NCS. As a result, the learner. In particular, attendance has come out better the effect of learning and improved. Another advantage is tourism, information content information quality mobile learning content for and construct a tourist information content that you can do in real time. Also, mobile learning content, implementation in the next NCS expected to use a lot of help in learning. This study is the result of increased learning the analysis of the lessons learned. Implement mobile learning content gives fun and interesting to the learner to ten design process using the u-Smart Tourist Information class 2.0.

• The Journal of Sustainable Design and Educational Environment Research
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• v.20 no.3
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• pp.1-10
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• 2021

Before long the number of Elementary School students per class will be 20 in Korea, but the current Area and Module of Elementary School are planned for 30 students. Therefore, necessary Area and Module for less than 20 students should be prepared. The purpose of this research is to find out necessary Area and Module for less than 20 students in Elementary School Classroom. I researched 60 Classrooms of 10 Elementary Schools before 2 researches of mine, and researched the sizes of every path in the classrooms. With the Plans for 20 students, I found the conclusion as follows: First, the one-way class requires a minimum of 5.4m×8.1m (43.74m²), a maximum of 5.4m×8.7m (48.6m²). Second, the 3-row alignment class requires a minimum of 7.2m×7.2m (51.84m²), a maximum of 7.5m×7.5m (56.25m²). Third, the group study class requires a minimum of 6.0m×8.7m (52.2m²), a maximum of 6.3m×9.3m (58.59m²). Fourth, the group study class requires a minimum of 2.34m², a maximum of 14.85m² more than the one-way class. Fifth, the suitable module which fits both 2-row alignment class and group study class except the 3-row alignment class is 6.0m×8.7m (52.2m²).

• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.13-23
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• 2021

This study requires SW education that can adapt to the advent of the fourth industrial revolution and the new normal environment of COVID-19 pandemic. Small and powerful smartphones, which have become a necessity in digital society, are designed and applied to create apps with useful apps or artificial intelligence modules that have been trained with data using the App Inventor program as a good teaching tool. After conducting the class in a blended method that combines face-to-face and non-face methods, the survey questioned the technical and cognitive maturity of artificial intelligence and the pros and cons of blended software classes. We also found changes in career orientation, which is intended to explore SW-related talent occupations that require a lot of demand in terms of national development before and after artificial intelligence classes. Significant results were reached in three of the sub-elements. Even in non-face-to-face situations, it is expected that an app vendor software education program using artificial intelligence will be provided to the actual site.

• Communications of Mathematical Education
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• v.27 no.2
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• pp.121-134
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• 2013

Linear Algebra are arguably the most popular math subjects in colleges. We believe that students' learning and understanding of linear algebra can be improved substantially if we incorporate the latest advanced information technologies in our teaching. We found that the open source mathematics program 'Sage' (http://sagemath.org) can be a good candidate to achieve our goal of improving students' interest and learning of linear algebra. In particular, we developed a simple mobile content which is available for Sage commands on common cell phones in 2009. In this paper, we introduce the mobile Sage which contains many Sage functions on a smart-phone and the mobile linear algebra content model(lecture notes, and video lectures, problem solving, and CAS tools) and it will be useful to students for self-directed learning in college mathematics education.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2013.05a
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• pp.632-634
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• 2013

Subjects that require the creation of lecture and tour diary system and on-the-spot investigation in class of educational institutions universities and smart the current era has increased. At this point, it is intended to ensure the convenience of the process of teaching the specified one by one, to create a history of the data. In this paper, we devised a work by introducing a system for authentication of the material and of such as tours and systems on-the-spot investigation in the various modules and position information of Android, to simplify a more convenient reporting and learning environment.

• The Journal of the Convergence on Culture Technology
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• v.4 no.3
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• pp.293-298
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• 2018

In the fourth industrial revolution era triggered by the popularization of smart phones, Human daily life and all industrial sites are becoming software and intelligent. With the universal software education for all students nationwide from 2018, Demand is surging, and hardware is interlocked using software technology and Arduino. However, expensive control boards and dozens of different electronic components have to be prepared separately and problems are occurring. In addition, if the same training is repeated, Significantly many parts are lost or destroyed. Being prepared to start a new class is also becoming a very serious problem. In this study, we implement VR technology based on virtualization technology of Arduino board and various electronic parts. In addition, 3D graphics realistic Arduino kit and various electronic components are provided in API form. In this paper, we propose a method of interworking software and virtual hardware on virtualization base.