• Proceedings of the Korean Information Science Society Conference
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• 2012.06b
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• pp.408-410
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• 2012

기존의 비디오 검색 방법들은 관련 주석이나 영상 정보에 기반하며 사용자의 반응과 관련하여서는 많은 정보를 활용하고 있지 않다. 비디오 시청시 사용자의 뇌신호나 시선추적 정보 등의 인지적 반응을 이용하여 연속적인 비디오 스트림의 각 부분에 대하여 사용자들이 나타내는 관심이나 감성 정보를 추출한다면 보다 인터랙티브한 비디오 데이터 검색 및 추천이 가능하다. 본 논문에서는 비디오를 시청하는 사용자의 안구전도(electrooculogram)를 기록한 후, 장면 전환이 발생한 부분에서의 사건관련전위 분석을 통해 해당 부분에서 나타나는 특징적 반응을 찾고 이에 대한 인지적 해석을 도출했다. 실험 결과 장면 전환 이후200~700ms 부분에서 P300 성분과 유사한 피크가 발생하는 것을 확인하였으며, 이러한 결과는 장면 전환에 따른 피험자의 비디오 내용 인지에 대한 의도 불일치 및 주의력 증가로 해석된다.

• Journal of Korean Elementary Science Education
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• v.33 no.4
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• pp.751-761
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• 2014

이 연구의 목적은 과학적 예상 과정에서 초등학생의 안구운동을 분석하여 과학적 예상의 인지전략을 발견하는 것이다. 예상은 관찰, 측정, 추론과 같은 기초 탐구 과정들을 통해 문제를 해결하는 중요한 탐구 능력이다. 6학년 초등학생 40명이 자발적으로 이 연구에 참여했으며, 과학적 예상 두 과제를 해결하였다. 예상 과제는 점진적으로 변화하는 모형의 다음 모양을 예상하는 것과 14일 간의 기온 그래프를 보고 다음 5일간의 기온을 예상하는 과제였다. 과학적 예상 과정에서 참가자들의 안구 운동을 기록하기 위해 SMI사의 안구운동 추적기를 사용하였다. 40명의 참가자들 중 15명(그룹 A)은 두 과제를 모두 해결하였으며, 17명(그룹 B)은 하나의 과제만 해결하였고, 8명(그룹 C)은 두 과제 모두 해결하지 못했다. 예상 능력이 높은 학생과 낮은 학생의 인지 전략의 차이를 규명하기 위해 그룹 A와 그룹 C의 안구운동을 비교 분석하였다. 연구 결과는 다음과 같다. 첫째, 그룹 A는 짧은 시간 동안 문제를 읽고 문제의 주요어에 집중했으며, 단서들을 비교하고 경향성을 찾고 답을 재확인하는 활발한 움직임을 보였다. 그룹 C는 문제 자체를 이해하는데 긴 시간이 걸렸으며, 주요어와 단서를 찾지 못하고, 무의미한 짧고 빠른 도약 안구 운동을 보였다. 둘째, 그룹 A와 C의 안구 운동의 고정, 도약, 시선 경로를 분석한 결과, 6가지의 안구 운동 패턴이 나타났다. 셋째, 안구운동 분석결과를 토대로 참가자들의 인지 전략을 유동전략과 고착전략의 두 가지로 구분하였다. 본 연구에서 규명한 과학적 예상의 인지전략은 교사들이 과학적 예상의 문제 해결 단계에서 학생들이 겪는 어려움을 이해하고, 예상 능력을 향상시키는 프로그램을 개발하는 것에 도움이 될 것이다.

• Science of Emotion and Sensibility
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• v.21 no.2
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• pp.15-28
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• 2018

The purpose of this study was to conduct eye-tracking experiments to target large spaces and to analyze the characteristics of pupil gaze by gender. By analyzing the change of pupil size in the eye-tracking experiment, we suggest a template for objective and scientific analyses of gender observation data. Additionally, based on the difference between gender and time to pupil size change, we noted the characteristic of time that gather the visual perception data information and showed that females attend to interesting elements of visual information one to two seconds slower than males. In the initial "$1sec{\rightarrow}2sec$", the pupil size has been increased in leap condition of male and in fixed condition of female. In addition, if condition limits to fixed observation to view the change rates on gender then the pupil size of female was larger than male before 9 seconds, while male's pupil size was larger after 9 seconds. This indicates that females obtain visual information through a relatively larger pupil size during the first 1-8 seconds after stimulus presentation, while males acquire it between 10-15 seconds after input. However, based on the result that the pupil size of female was larger than male on the change of observation time, the pupil size movement on female was energized to watch more interest element after a certain period of time.

• Science of Emotion and Sensibility
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• v.14 no.4
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• pp.627-636
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• 2011

The purpose of this study is to develop the multi-modal interaction system. This system provides realistic and an immersive experience through multi-modal interaction. The system recognizes user behavior, intention, and attention, which overcomes the limitations of uni-modal interaction. The multi-modal interaction system is based upon gesture interaction methods, intuitive gesture interaction and attention evaluation technology. The gesture interaction methods were based on the sensors that were selected to analyze the accuracy of the 3-D gesture recognition technology using meta-analysis. The elements of intuitive gesture interaction were reflected through the results of experiments. The attention evaluation technology was developed by the physiological signal analysis. This system is divided into 3 modules; a motion cognitive system, an eye gaze detecting system, and a bio-reaction sensing system. The first module is the motion cognitive system which uses the accelerator sensor and flexible sensors to recognize hand and finger movements of the user. The second module is an eye gaze detecting system that detects pupil movements and reactions. The final module consists of a bio-reaction sensing system or attention evaluating system which tracks cardiovascular and skin temperature reactions. This study will be used for the development of realistic digital entertainment technology.

• The Journal of Korean Institute of Communications and Information Sciences
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• v.37C no.10
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• pp.1004-1010
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• 2012

In this paper, we propose the algorithm which considers applying recently proposed clock synchronization techniques with quite high accuracy in a few wireless sensor networks researches to time synchronization algorithm for multi-static radar system and especially overcomes the limitation of previous theory, cannot be applied between nodes in non-line of sight (NLOS). Proposed scheme estimates clock skew and clock offset using recursive robust least M-estimator with information of time stamp observations. And we improve the performance of algorithm by tracking and suppressing the time delays difference caused by NLOS system. Futhermore, this paper derive the mean square error (MSE) to present the performance of the proposed estimator and comparative analysis with previous methods.

• Education of Primary School Mathematics
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• v.22 no.1
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• pp.1-12
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• 2019

This study examined the attention and attention shift of general students and mathematically gifted students about pattern by the types of mathematical patterns. For this purpose, we analyzed eye movements during the problem solving process of 5th general and mathematically gifted students using eye tracker. The results were as follows: first, there was no significant difference in attentional style between the two groups. Second, there was no significant difference in attention according to the generation method between the two groups. The diversion was more frequent in the incremental strain generation method in both groups. Third, general students focused more on the comparison between non-contiguous terms in both attributes. Unlike general students, mathematically gifted students showed more diversion from geometric attributes. In order to effectively guide the various types of mathematical patterns, we must consider the distinction between attention and attention shift between the two groups.

• Journal of Korea Multimedia Society
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• v.15 no.9
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• pp.1174-1183
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• 2012

This study, depending on the diversification of the information environment, was carried out to analyze the role of visual cues and the relationship between visual information structure in the process of user's visual immersion and recognition. Thus, we design evaluation model which used scientific instruments and subjective evaluation taking into account the latest graphical user trends, and analyze the data of immersion and recognition of the user experience that acquired through the process more systematic experimental procedure. Based on this, in the future, this study will be able to contribute implement the latest broadly applicable to the device of graphical information user basic design model and a standard evaluation model.

• Journal of Korea Game Society
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• v.20 no.6
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• pp.3-12
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• 2020

Player experience study includes the behavior and psychological responses of player to game content. And, it focuses on the player's aesthetic experience for specific game elements rather than comprehensive game experiences. This paper presents the player's aesthetic experience data derived from the gameplay process as a code, and analyzes the aesthetic experience data by player experience level for adventure games. These researching results might complement the limitations of existing game analysis research, and provide practical data which creator could apply at the design stage of game.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.1
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• pp.50-61
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• 2017

The purpose of this study is to analysis eye tracking for high school students' learning styles in the process of solving in the behavioral domains of the College Scholastic Ability Test on Earth Science I. The subjects of this study were 50 students from two classes out of 4 classes in E high school in Chungcheong province. Among them, we conducted experiments by randomly sampling 2 students of each type of learning based on the criteria that they had not encountered the problem of Earth Science I from the past two years. The findings indicate that the item correctness rate of divergers, assimilators, convergers, and accommodators were higher in the knowledge domain, application domain, knowledge-understanding domain, and understanding domain. This confirms that there is a difference among the four learning styles in the level of achievement according to the behavioral areas of the assessment questions. The latter finding was that the high eye-share of AOI 2 appeared higher than AOI 1, 3, 4 in the course of solving the problems. This is because the four types of learners pay more careful attention to the AOI 2 area, which is the cue-or-information area of problem solving, that is, the Table, Figure, and Graph area. Therefore, in order to secure the fairness and objectivity of the selection, it is necessary that an equal number of questions of each behavioral domain be selected on the Earth Science I Test of the College Scholastic Ability Test in general. Besides, it seems to be necessary that the knowledge, understanding, application, and the behavior area of the inquiry be highly correlated with the AOI 2 area in development of test questions.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.383-393
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• 2015

This study analyzed the 6th grade elementary science textbook 'Science stories' reading process of students by utilizing eye movement tracking techniques. Participants read 3 articles in the new experimental science textbooks and solved 9 problems about each article. By understanding and academic achievement results, participants were divided into high-groups, middle-groups, and low-groups. The results of eye movement characteristics of the high-groups and low-groups had the following differences. Number of fixations and number of regressions were higher in high-groups. Average fixation duration and average regressive fixation duration were longer in low-groups. Fixation time for the key sentence of the article was longer in high-groups. Analysis of a scan path and post-interview, high-groups had frequent regression between sentences and they knew where the core of the article is and paid much attention there. In contrast low-groups are sequentially read most articles and some of them had a leap of abnormal range. Problem-solving approach is also different between groups. In conclusion reading style is associated with the science stories comprehension and students who had more regressions, much core search process, effective attention distribution, high concentration showed better understanding results. Also words or sentences used in textbooks are associated with science stories comprehension.