• Annual Conference of KIPS
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• 2015.10a
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• pp.966-968
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• 2015

온라인 교육이 지속적으로 발전하면서 학습자 수도 빠르게 증가하고 있다. 동영상 콘텐츠기반의 단방향적인 지직전달 방식인 온라인 학습에서는 학습자의 주의집중 여부가 학습 효과 및 학습 전략에 있어서 중요한 요인이다. 하지만 이에 대한 연구는 미비한 실정이다. 본 논문은 온라인 교육에서 학습자의 주의집중을 판단할 수 있는 시스템의 주의집중 판단 단어 자동생성 모델을 설계하고 제안하였다. 학습자가 동영상 콘텐츠를 시청하면 시청중인 콘텐츠의 단어와 기존에 학습했던 모든 콘텐츠의 단어를 호출하여 단어별 가중치 값을 계산하고 상위 단어들을 주의집중 판단 단어 셋으로 자동 생성한다. 생성된 주의집중 판단 단어 셋은 주의집중 판단 시스템에서 적용되어 학습자들이 동영상 콘텐츠에 단어가 노출되었는지 아닌지를 판단함으로써 학습자의 주의집중 여부를 빠르게 판단할 수 있다.

• Journal of Digital Convergence
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• v.13 no.8
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• pp.525-533
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• 2015

Purpose: The purpose of this study was designed to find out the effect of game and mandala convergence approach on the attention ability of the with school aged children. Method : The subjects of study were 30 children(11 male, 19 female) with school aged children who were attending in A, B community children center located in B city. The intervention was administered for 4 weeks : 3 times a weeks and 12 sessions in total. They were separated into a mandala group(n=10), game group(n=10) and control group(n=10). The experimental group was provided game and mandala program for 4 weeks. Each group examined though FAIR attention and concentration test. Result : The results of this study showed that the game and mandala program was effective to improved attention ability of the school aged children. Conclusion: This study concludes that game and mandala program had effect on the improvement of children's attention.

• Journal of the Institute of Electronics Engineers of Korea SP
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• v.42 no.5 s.305
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• pp.123-136
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• 2005

We propose a recognition system for superimposed patterns based on selective attention model and SVM which produces better performance than artificial neural network. The proposed selective attention model includes attention layer prior to SVM which affects SVM's input parameters. It also behaves as selective filter. The philosophy behind selective attention model is to find the stopping criteria to stop training and also defines the confidence measure of the selective attention's outcome. Support vector represents the other surrounding sample vectors. The support vector closest to the initial input vector in consideration is chosen. Minimal euclidean distance between the modified input vector based on selective attention and the chosen support vector defines the stopping criteria. It is difficult to define the confidence measure of selective attention if we apply common selective attention model, A new way of doffing the confidence measure can be set under the constraint that each modified input pixel does not cross over the boundary of original input pixel, thus the range of applicable information get increased. This method uses the following information; the Euclidean distance between an input pattern and modified pattern, the output of SVM, the support vector output of hidden neuron that is the closest to the initial input pattern. For the recognition experiment, 45 different combinations of USPS digit data are used. Better recognition performance is seen when selective attention is applied along with SVM than SVM only. Also, the proposed selective attention shows better performance than common selective attention.

• 한국정보교육학회:학술대회논문집
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• 2007.08a
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• pp.65-70
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• 2007

이러닝 컨텐츠를 활용하여 학습자가 자기주도적으로 학습을 진행할 때, 컨텐츠에 사용된 여러가지 멀티미디어적 요소들은 학습자에게 흥미를 유발시키고 주의집중을 유지시켜주는 역할을 한다. 의지가 약하고 주의집중 가능 시간이 짧은 초등학생들의 주의를 컨텐츠에 집중시키기 위하여 다양한 장치들이 현재 사용되고 있다. 그중에서 특히 플래시 애니메이션과 스크립트를 이용하여 학습자의 학습활동을 유도하는 장치들을 주의집중장치로 정의하고 그 효과성을 검증한다.

• Journal of Industrial Convergence
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• v.22 no.9
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• pp.69-80
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• 2024

This study aims to investigate the effects of an 8-week complex attention concentration program on the brain function index and attention concentration in adolescents with ADHD. The subjects of the study were 18 male adolescents from H School located in I City, divided into three groups: 6 participants in the complex attention concentration program group, 6 in the target-related physical activity group, and 6 in the no-treatment control group. Data analysis included calculating means and standard deviations for group comparisons, and two-way (2RM×6RM) ANOVA was conducted to test differences at various measurement points. Post-hoc tests were performed to examine significant interaction effects (p<.05). The results indicated that the integrated attention training program had a more positive effect on brain function sub-indices compared to both the target-related physical activity group and the no-treatment group. Similarly, the program showed a more positive effect on attention levels compared to the other two groups. Based on these results, it can be concluded that the integrated attention training program significantly improves overall brain function in ADHD students and is advantageous due to its ease of participation. It is suggested that this program could be widely used due to these benefits.

• Journal of Music and Human Behavior
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• v.1 no.1
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• pp.47-71
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• 2004

Students with learning disability have difficulty with attention and academic achievement Music can be an effective tool to enhance level of participation. The purpose of this study is to examine how much can be structured to enhance the attention span and related academic skills needed to achieve educational goals. The study has implemented structured music therapy sessions for three middle school students with learning disability. They participated in 20 sessions which were 30 minutes in length for ten weeks. The implemented music therapy sessions were designed using songs, playing, and listening to music. In order to test their level of attention, Frankfurter Aufmerksamkeits-Inventar(FAIR) Attention Test is implemented and Conners' Comprehensive Teacher's Rating Scale(CTRS-10) are used on the week before and after music activities. Also videotaping is used so as to analyze how correctly they do their task and how the correctness is changed period by period and to evaluate how often for ten minutes they make an eye contact with their teacher. The conclusions of this study are as follows: Firstly, the organized music activities have a positive affection on improving the attention of three middle school students who have learning disabilities. Fair Attention Test shows that they can do their task with more accuracy than in the previous period. Secondly, three students of this study improved their attention and made an eye contact more often than before this study, which is revealed through the analysis of the pre and post test results evaluated by CTRS-10. The results of the study indicate that structured use of music in various level of activities can help students to enhance attention span and the related academic skills.

• KIPS Transactions on Software and Data Engineering
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• v.11 no.9
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• pp.391-398
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• 2022

As non face-to-face classes carry on discussion about learner's attention continues. To improve learning effect learner's attention is important whether non face-to-face classes or face-to-face classes. In this study a mobile application prototype inducing learner attention is developed taking account of learner emotion that is one of the factors affecting learner attention. When learner selects one of the four emotions displayed in the application, it shows the activity inducing the learner's attention related to the selected emotion. In order to evaluate the usability of the developed application, 32 middle and high school students are asked to run the application and then conduct a survey using 5 point Likert scale. The survey result indicates that there is a possibility that the developed application in this study induces learner attention as showing that the result point of 'I can pay attention' and 'I feel psychological stable' is respectively 3.56 and the result point of 'I feel useless thought disappear' is 3.6.

• Journal of Creative Information Culture
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• v.6 no.3
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• pp.159-168
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• 2020

Unlike in-person classes, such as classroom classes, various variables affect learning effectiveness in online classes. In online classes, the teacher must recognize various variables of learners in advance, and if there are variables that hinder learning, students can increase the concentration of learning attention by removing them. Therefore, it is necessary to study which variables distract attention. In this study, factors that inhibit attentional attention that may occur in online classes were selected, and factors analysis was conducted through questionnaires. As a result of the study, the factors of class progression, environment and device manipulation were indicated as the factors that hinder the attention in online classes. According to the results of this study, plans to increase attention in on-line classes were suggested.

• 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 Korean Ophthalmic Optics Society
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• v.20 no.4
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• pp.511-518
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• 2015

Purpose: The purpose of this study is to evaluate correlation between convergence insufficiency and concentration by evaluating attentiveness in children who have convergence insufficiency symptoms. Methods: The CISS survey and examination for the near point of convergence were conducted to 74 in children aged 12 to 13 years in order to divide them into a normal binocular vision (NBV) and a convergence insufficiency (CI) group. The attentiveness examination was used to all subjects to figure out their emotional problems, hyperactivity and impulsiveness problems, and managerial or functional problems with a 5-point scale. Correlation between convergence insufficiency-related symptoms included in CISS and attentiveness problems was analyzed. Results: there were 29 children (39.2%) in the CI group, the mean scores of CISS of the NBV and CI group were $5.91{\pm}3.69$ and $18.31{\pm}7.00$ each (p<0.001). On the survey of CISS symptoms, children in the CI group frequently expressed such symptoms as eye fatigue, loss of attentiveness, blurry vision, and forgetting the line they have been reading. In the attentiveness examination, the CI group ($74.83{\pm}9.83$) gained higher scores in problematic concentration than the NBV group ($46.80{\pm}11.30$). Convergence insufficiency had significantly positive correlation with total attentiveness (r=0.798). Conclusions: In elementary school students, it has been found that when perceived symptoms related with convergence insufficiency are more serious, problematic attentiveness gets serious, too.