• The Journal of Korean Institute of Information Technology
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• v.17 no.6
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• pp.17-25
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• 2019

Accurate tracking of the sinkholes that are appearing frequently now is an important method of protecting human and property damage. Although many sinkhole detection systems have been proposed, it is still far from completely solved especially in-depth area. Furthermore, detection of sinkhole algorithms experienced the problem of unstable result that makes the system difficult to fire a warning in real-time. In this paper, we proposed a method of sinkhole tracking by deep learning and data association, that takes advantage of the recent development of CNN transfer learning. Our system consists of three main parts which are binary segmentation, sinkhole classification, and sinkhole tracking. The experiment results show that the sinkhole can be tracked in real-time on the dataset. These achievements have proven that the proposed system is able to apply to the practical application.

• Science of Emotion and Sensibility
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• v.13 no.3
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• pp.533-540
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• 2010

This study was designed to examine the difference in visual attention between the evaluations of facial attractiveness and facial trustworthiness, both of which may be the two most fundamental social evaluation for forming first impressions under various types of social interactions. In study 1, participants were asked to evaluate the attractiveness and trustworthiness of 40 new faces while their gaze directions being recorded using an eye-tracker. The analysis revealed that participants spent significantly longer gaze fixation time while examining certain facial features such as eyes and nose during the evaluation of facial trustworthiness, as compared to facial attractiveness. In study 2, participants performed the same face evaluation tasks, except that a word was briefly displayed on a certain facial feature in each face trial, which were then followed by unexpected recall tests of the previously viewed words. The analysis demonstrated that the recognition rate of the words that had been presented on the nose was significantly higher for the task of facial trustworthiness vs. facial attractiveness evaluation. These findings suggest that the evaluation of facial trustworthiness may be distinguished by that of facial attractiveness in terms of the allocation of attentional resources.

• Journal of The Korean Association For Science Education
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• v.33 no.7
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• pp.1471-1485
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• 2013

The purpose of this study was to develop a HAM (Heuristic Attention Model) by analyzing the difference between eye movements according to the science achievement of elementary school students on discrimination task. Science achievement was graded by the results of the Korea national achievement test conducted in 2012 for a random sampling of classes. As an assessment tool to check discrimination task, two discrimination measure problems from TSPS (Test of Science Process Skill, developed in 1994) which were suitable for an eye tracking system were adopted. The subjects of this study were 20 students from the sixth grade who agreed to participate in the research. SMI was used to collect EMD (eye movement data). Experiment 3.2 and BeGaze 3.2 programs were used to plan experiments and analyze EMD. As a result, eye movements of participants in discrimination tasks varied greatly in counts and duration of fixation, first fixation duration, and dwell time, according to students' science achievement and difficulty of the problems. By the analysis of EMD, strategies of the students' problem-solving could be found. During problem solving, subjects' eye movements were affected by visual attention; bottom-up attention, top-down attention and convert attention, and aflunter attention. In conclusion, HAM was developed, and it is believed to help in the development of a science learning program for underachievers.

• Journal of Science Education
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• v.37 no.1
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• pp.142-156
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• 2013

The purpose of this study was to analyze observation characteristics through eye movement according to cognitive style. For this, developed observation task that can be shown the difference between wholistic cognitive style group and analytic cognitive style group, measured eye movement of university students who has different cognitive style, as given observation task. It is confirmed the difference between two cognitive style groups by analysing gathered statistics and visualization data. The findings of this study were as follows; First, Compared observation sequence and pattern by cognitive style, analytic cognitive style group is concerned with spider first and moving on surrounding environment, whereas wholistic cognitive style group had not fixed pattern as observing spider itself and surrounding area of spider alternately or looking closely on particular part at first. When observing entire feature and partial feature, wholistic cognitive style group was moving on Fixation from outstanding factor without fixed pattern, analytic cognitive style had certain directivity and repetitive investigation. Second, compared the ratio of observation, analytic cognitive style group gave a large part to spider the very thing, wholistic cognitive style group gave weight to surrounding area of spider, and analytic group shown higher concentration on observing partial feature, wholistic cognitive style group shown higher concentration on observing wholistic feature. Wholistic cognitive style group gave importance to partial features in surrounding area, and wholistic feature of spider than analytic cognitive style group, analytic cognitive style group was focus on partial features of spider than wholistic cognitive style group. Through the result of this study, there are differences of observing time, frequency, object, area, sequence, pattern and ratio from cognitive styles. It is shown the reason why each student has varied outcome, from the difference of information following their cognitive style, and the result of this study help to figure out and give direction to what observation fulfillment is suitable for each student.

• Journal of The Korean Association For Science Education
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• v.33 no.4
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• pp.778-793
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• 2013

The purpose of this study is to analyze observation characteristics through eye movement according to cognitive styles. To do this, we developed observation tasks that show the differences between wholistic cognitive style group and analytic cognitive style group, measured eye movement of university students with different cognitive styles after being given an observation task. The difference between two cognitive style groups is confirmed by analysing gathered statistics and visualization data. The findings of this study are as follows: First, to compare fixation time and frequency, we compared the average value of total time used in the observation task by the wholistic cognitive style group and analytic cognitive style group. The numbers of Fixation (total) and number of Fixations (30s), is based on the fact that the wholistic cognitive style group has more numbers of fixation (Total) and number of fixations (30s) means the wholistic cognitive style group can observe more points or overall features than the analytic cognitive style group, in contrast, the analytic cognitive style group tend to focus on a particular detail, and observe less numbers of points. Second, to compare observation object and area by cognitive style, the outcome of analysing visualization data shows that wholistic cognitive style group observes the surrounding environment of spider and web on a wider area, on the other hand, the analytic cognitive style group observes by focusing on the spider itself. Through the result of this study, there are differences in observation time, frequency, object, area, and ratio from the two cognitive styles. It also shows the reason why each student has varied outcome, from the difference of information following their cognitive styles, and the result of this study helps to figure out and give direction as to what observation fulfillment is more suitable for each student.