• Journal of the Korea Convergence Society
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• v.11 no.6
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• pp.1-6
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• 2020

In this study, research on character recognition, which is one of the fields of computer vision, was conducted. Optical character recognition, which is one of the most widely used character recognition techniques, suffers from decreasing recognition rate if the recognition target deviates from a certain standard and format. Hence, this study aimed to address this limitation by applying deep learning techniques to character recognition. In addition, as most character recognition studies have been limited to English or number recognition, the recognition range has been expanded through additional data training on Korean text. As a result, this study derived a deep learning-based character recognition algorithm for Korean text recognition. The algorithm obtained a score of 0.841 on the 1-NED evaluation method, which is a similar result to that of English recognition. Further, based on the analysis of the results, major issues with Korean text recognition and possible future study tasks are introduced.

• The Journal of the Korea Contents Association
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• v.14 no.5
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• pp.487-497
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• 2014

The purpose of this study is to investigate the efficacy of interaction using Wiki in communication-oriented classes taught by native teachers on the incidental improvement of productive vocabulary knowledge. Eighty two university freshmen participated in the study and they were divided into two groups. Thirty eight students(Process Group) received process feedback from the teacher while forty four students(Result Group) received result feedback. They were given a short movie project working in a group of four or five people to practice interaction between peers and between students and the teacher. Data were collected from one receptive and three productive vocabulary knowledge test scores. The results showed that interaction using Wiki was conducive to the growth of productive vocabulary knowledge incidentally due to continuous opportunities to use vocabulary. The students of process feedback group made greater gains of productive vocabulary than those of result feedback group. Based on these results, pedagogical implications are discussed.

• The Journal of the Korea Contents Association
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• v.14 no.10
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• pp.829-839
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• 2014

This study aims at investigating Korean EFL students' writing strategies through their rhetorical patterns and meaning-making for a writing task in an English writing classroom at a Korean university. The participants were the students and teacher in the course, and the data comprised nine pieces of students' opinion writing and interviews with the teacher. To analyze the data, a 'Claim-Support' pattern was adopted. The findings show that most students, 89%, demonstrated the same or similar elements in the 'Claim-Support' pattern for their textual structures and many parts of the meaning-making in their writing were originated from the textbook. These findings reflect that the students pursued the strategy of 'accommodation' in order to succeed in their academic writing regardless of the teacher's intention which focused on creativity and imagination in writing. The conclusion suggest that the students tend to establish their own ways of strategy to cope with the recontextualized setting for writing in English.

• Korean Journal of Cognitive Science
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• v.19 no.4
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• pp.369-396
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• 2008

The purpose of this article is to investigate the effect of visual working memory, the types and contents of graphic annotations on English learning. The participants of the experiments were 5th and 6th graders. The result showed that animation was effective only in the word test for children with large visual working memory, whereas text-only-annotation yielded better performance in the comprehension test in Experiment 1. The effect of relevance of animations was tested in Experiment 2. Context-relevant-animations yielded better comprehension than the animations denoting the typical meaning, whereas the opposite pattern was reported in the word test. The result of the two experiments was interpreted in terms of cognitive load theory and the generative theory of multimedia learning.

• KDI Journal of Economic Policy
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• v.34 no.2
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• pp.139-171
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• 2012

This paper examines the effect of private tutoring expenditures on academic performance of middle school students in South Korea, using data from "Analysis of the Level of School Education and Its Actual condition: Middle School". In the face of endogeneity of private tutoring expenditures, the paper employs an instrumental variable (IV) method and a nonparametric bounding method. Using both methods we show that the true effect of private tutoring on middle school students remains at most modest in Korea. The IV results suggest that a 10 percent increase in tutoring expenditure for Korean, English and math raises a student's test score of the subject at the largest by 1.24, 1.28, and 0.75 percent, respectively. The bounding results also fail to show evidence that an increase in tutoring expenditure leads to economically and statistically significant improvements in test score.

• The KIPS Transactions:PartB
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• v.14B no.3 s.113
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• pp.223-230
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• 2007

The purpose of developing an automated scoring system for English composition is to score the tests for writing English sentences and to give feedback on them without human's efforts. This paper presents an automated system to score English composition, whose input is a single sentence, not an essay. Dealing with a single sentence as an input has some advantages on comparing the input with the given answers by human teachers and giving detailed feedback to the test takers. The system has been developed and tested with the real test data collected through English tests given to the third grade students in junior high school. Two steps of the process are required to score a single sentence. The first process is analyzing the input sentence in order to detect possible errors, such as spelling errors, syntactic errors and so on. The second process is comparing the input sentence with the given answer to identify the differences as errors. The results produced by the system were then compared with those provided by human raters.

• Convergence Security Journal
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• v.19 no.3
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• pp.93-99
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• 2019

In the Republic From the national interest in the recent hiring scandals in the public institutions such as the Financial Supervisory Service, Gangwon Land, and so on, people were outraged by the fact that the competition opportunities were not secured although they should be equally secured to compete with anyone with their capabilities in the fair process. Hence, the government made the public institutions blind hiring to be mandatory, which eliminated writing the academic background, GPA, and English score in the application form and selected the new employees only with job competencies in the public institutions in 2017. In 2018, the prosecution did their best for the investigation on hiring scandal with the strong will to cut the scandal upon announcement of 5-year anti-corruption master plan. Amid this controversy, this study tries to suggest the further direction in the hiring military human resources upon introduction of blind hiring system, reviewing the needs to introduce blind hiring system in the military, the governmental guideline according to the mandatory blind hiring in the public institutions, and the application status of modified blind hiring in the military.

• Journal of Engineering Education Research
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• v.13 no.4
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• pp.87-92
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• 2010

It is strongly desirable to continuously study the program outcomes that are one of the requirements of engineering accreditation. In this paper, the results of program outcome evaluation obtained by using four tools - exit written exams, essay tests, capstone design, and an official English test - were compared to those of program outcome evaluation obtained by a course-embedded assessment method. The former evaluation was carried out for 15 students who graduated in February 2010 by using the four evaluation tools, while the latter was performed by using a course offered in the Spring and Fall semesters in 2009. Two evaluation results revealed no large difference in almost all 12 program outcomes, which indicates that course-embedded assessment would be one of the practical and effective program outcome evaluation tools.

• The Journal of the Convergence on Culture Technology
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• v.8 no.6
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• pp.589-596
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• 2022

This study aims to investigate the effect of an educational gamification-based quiz on the recall of formulaic sequences (FS). The experiment involved 87 freshmen enrolled in general English classes at a university in Seoul. As material, EFL textbooks based on content from popular franchises, such as the Marvel Cinematic Universe, Twilight, and Harry Potter, were used. The experiment was carried out as follows: first, vocabulary learning, second, reading comprehension, and third, writing. The fourth activity proceeded differently in two groups. The experimental group used gamification-based quiz to practice FS, whereas the comparison group summarized the reading. FS was evaluated using meaning recall and form recall. Consequently, no difference was found between the groups on meaning recall tests of FS, but the experimental group had a significantly higher average score than the comparison group on the post-test on the form recall of FS.

• The Journal of the Korea Contents Association
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• v.14 no.12
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• pp.1083-1099
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• 2014

The purpose of this study is to analyze that The arithmetic and algebraic word problem solving skill, strategy preference, and assessment ability of elementary preservice teachers is investigated using a statistical methodology. The research findings are as follows. First, elementary preservice teachers demonstrated logical and delicate problem solving behaviors in arithmetic and algebraic word problem solving. And elementary preservice teachers prefer to create a formula and table strategy in problem solving of the arithmetic question. Second, there was meaningful difference in the math and english elementary preservice teachers' appreciations with significant level of 0.05. And there was not meaningful difference in the 1 and 4 grade elementary preservice teachers' appreciations with significant level of ${\alpha}=0.05$. Results of the study suggest that teachers education course need to improve elementary preservice teachers' word problem solving skill, strategy preference, and assessment ability in the arithmetic and algebraic.