• Journal of The Korean Association of Information Education
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• v.6 no.2
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• pp.212-224
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• 2002

The purpose of this study is to design and implement the web-based counselling system in aspects of learning type and method by PBL in Constructivism. Learning problem is classified into learning difficulty, learning disability, emotional disability, memory/cognition, ADHD(attention deficit hyperactivity disorder), classwork, and school circumstance. Counselling for individual, offline visit, parents, electronic mail, and group with professionals who were involved in the design and implementation of learning counselling were used to supplement the clinic process for learning. The result of this study aims to administer the distance counselling system for learning without prominent computer knowledge. Each learner can solve diverse private learning problems which can be widely applied for situated learning. Also these online strategies by PBL indicate that providing learning types and methods are critical for overall understanding in online counselling system for learning.

• Journal of Digital Convergence
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• v.16 no.7
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• pp.243-248
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• 2018

The most important factor for collaborative learning to be effective is the selection of tools that constitute groups. Grouping is to facilitate collaborative learning, learners form groups based on various characteristics. If a group of students fails to form properly due to the selection of the wrong tools, problems can arise where complaints from students can lead to lectures and the effects of learning. In this paper, we have implemented a group of configuration tools that considered improving learning effects and diagnosing bulling tendency. We have proposed a group composition tool that can take into consideration the learning effect and also diagnose the tendency of the bullring by constructing the group according to the teacher's preference by inputting the class preference and the student's grade through the sociometry survey. We expect that the teacher will be able to grasp the students' friendship in advance and cope with the bulling that can happen in the class, as well as the cooperative learning that can lead the class to improve the learning effect.

• Korean Journal of Culture and Social Issue
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• v.14 no.1_spc
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• pp.187-221
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• 2008

Although academic interest, the intersection of cognition, emotion, and motivation, is a primary goal of learning and mediates the effects of learning, the present learning environment is full of impeding factors which undermine learner's interests in learning situation. The purpose of this study is to examine current state of academic interests of Korean students and to identify several potential causes of developmental declines in academic interests. It has been consistently found that academic interests in various school subjects decrease with age and grade in school. Three potentially contributing factors to the observed loss of academic interests are mainly discussed: deprived autonomy, severe competition, and normative evaluation. Based on theories on interest and motivation, and empirical findings, various prescriptions are also suggested for designing an interest-based learning environment in order to trigger and enhance learner's academic interests.

• Communications of Mathematical Education
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• v.29 no.1
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• pp.111-130
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• 2015

The purpose of the study was to investigate the differences between two groups of students according to information recognition styles such as visual learners and linguistic learners. Two instructional methods, algeblocks and factorization formula, were utilized to introduce the factorization. Four students were participated for the study, and two of them were visual learners and the other two were linguistic learners based on learning style test. Interviews and the diagnostic tests were implemented before the instructions which were lasted for 6 sessions. After the instructions all the participants were interviewed and the researchers also interviewed them 5 days later. The results of the study were the followings: 1. All the participants regardless of their learning style revealed that algeblocks were helpful in understanding the factorization. 2. Visual learners were more likely using algeblocks, while the linguistic learners were more enthusiastic and proficient in using formula to solve the problems. 3. Five days later, two types of learning style students revealed different tendencies. Visual learners mainly used algeblocks, and linguistic learners were not enthusiastic about using algeblocks and one of them did not use them at all. 4. Five days later, two visual learners could not remember the formula, but linguistic learners could remember the formula in somewhat different level.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.11 no.11
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• pp.2150-2157
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• 2007

In this paper, we have proposed a self disease diagnosis system for ordinary persons to help the decision of access methods to a specialized medical management, and for medical specialities to discover new diseases and their symptoms easily, using verification of an individual#s health status by a series of processes performed by oneself. In the proposed self disease diagnosis system, illness is decided by 60 kinds of diseases selected using the report called #Diseases that Koreans take seriously# published by Ministry of Health & Welfare and medical contents called #Engel Pharm#, and also using 161 representative symptoms for the 60 kinds of diseases. An individual#s health information is extracted by diagnosis of one#s health status by a clustering of the 60 kinds of diseases using enhanced ART2 algorithm and input vectors from the results of questions for symptoms of each disease.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.3
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• pp.262-277
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• 2017

Digital textbooks enable learning that is appropriate to the characteristics and level of learners through various interactions. The purpose of this study was to develop an instruction model that can more effectively use digital textbooks in elementary science classes and to verify its effectiveness. The results were as follows. The instruction model for helping learners complete their learning by using digital textbooks needs to receive diagnostic assessment and feedback on entry behavior, to build a self-directed learning environment, and to interact with teachers, students, and digital textbooks as scaffolding. In this study, we developed an instruction model using digital textbooks reflecting these characteristic. The instructional model consists of preparation, practice and solidity step. In the preparation step, the learner performs a diagnostic evaluation using digital textbooks. Based on the results, feedback provided at each level can complement the entry behavior and maintain interest in learning activities. In the practice step, self-directed learning is implemented using diverse functions of digital textbooks and various types of data. In the solidity step, learners can internalize the learning contents by reviewing video clips which are provided by teachers, performing problem-solving activities, and accessing outcomes accumulated by learners in the community online. In order to verify the effectiveness of this model, we selected the "Weather and our Life" unit. This experiment was conducted using 101 students in the 5th grade in B Elementary School in Gwangju Metropolitan City. In the experimental group, 50 students learned using a smart device that embodies digital textbooks applied with the instruction model. In the comparative group, 51 students were taught using the paper textbooks. The results were as follows. First, there was a significant effect on the improvement of the learning achievement in the experimental group with low academic ability compared with the comparative group with low academic ability. Second, there was a significant effect on self-directed learning attitude in the experimental group. Third, in the experimental group, the number of interactions with the learner, teacher, and digital textbook was higher than the comparative group. In conclusion, the digital textbooks based on the instruction model in elementary science classes developed in this study helped to improve learners' learning achievement and self-directed learning attitudes.

• Proceedings of the Korea Information Processing Society Conference
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• 2024.05a
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• pp.580-581
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• 2024

고령화 사회에 접어들면서 황반 변성과 당뇨 망막 병증 등 시야결손을 동반하는 안구 질환의 발병률은 증가하지만 이러한 질환의 조기 발견에 인공지능을 접목시킨 연구는 부족한 실정이다. 본 논문은 안구 질환 자가 검사용 인공 신경망을 학습시키기 위한 데이터 베이스 구축 방법을 제안한다. MNIST와 CIFAR-10을 합성하여 중첩 이미지 데이터셋인 G-Dataset을 생성하였고, 7개의 인공신경망에 학습시켜 최종적으로 90% 이상의 정확도를 얻음으로 그 유효성을 입증하였다. G-Dataset을 안구 질환 자가 검사용 딥러닝 모델에 학습시켜 모바일 어플에 적용하면 사용자가 주기적인 검사를 통해 안구 질환을 조기에 진단하고 치료할 수 있을 것으로 기대된다.

• The Journal of Korean Association of Computer Education
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• v.13 no.4
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• pp.51-59
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• 2010

Many of learners in cyber universities have experienced the difficulties of learning and participation because they have never participated courses of cyber universities before. One of main reasons why they have experienced the difficulties was that they might have not received systematic guidances of university system as well as learning supports, depending on their readiness of e-learning. Otherwise, they may have lack of supports frequently and finally, fail to graduate. However, few studies were conducted to investigate the e-learning readiness of freshmen and enrollees in cyber universities. The purpose of the study was to analyze the e-learning readiness and learning activities of freshmen and enrollees of A cyber university and to support them more systematically and get them to succeed in studying. In the results, there were no differences between the freshmen and enrollees in basic competencies of cyber learning as well as interaction, task performance, and learning methods.

• The Journal of Korean Association of Computer Education
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• v.6 no.4
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• pp.95-113
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• 2003

We introduce an AFES(Adaptive Fuzzy Evaluation System) that applies an evaluation system used to existing LCMS(Learning Contents Management System) to a fuzzy reasoning rule. The AFES confers a course level on the learner through a fuzzy diagnostic evaluation before the learner enters a learning course. After the learner completes a learning course through the tailored learning path that is suitable for the learner's level, the AFES confers a final grade on the learner by means of fuzzy final evaluation. The biggest characteristic of the AFES is a grade rule of the final grade. Although different learners get the same number of correct answers to the same number of Questions, AFES flexibly confers the different final grade on the learner by means of the number of 125's fuzzy reasoning rules.

• Proceedings of the Korean Information Science Society Conference
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• 2012.06b
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• pp.417-419
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• 2012

국내의 자동차 정비 훈련 교육 현장에는 훈련교사가 빠르게 발전되고 있는 자동차 정비 기술 수준에 맞춰 교육하는데 어려움이 있다. 이 같은 어려움을 해결하기 위한 이-트레이닝(E-training) 시스템은 체험형 훈련이 가능하면서도 높은 학습 효과를 가져올 것이라 기대되고 있다. 자동차 정비 훈련을 위한 이-트레이닝 시스템은 훈련교사가 자동차 고장 항목을 설정하면, 훈련생이 고장 진단을 위한 다양한 시도를 하여 고장을 인지하고, 그에 따른 조치를 통해 주어진 문제를 해결함으로써 학습효과가 높아질 것이라 기대되는 시스템이다. 하지만 이-트레이닝 시스템은 이미 설정되어 있는 시나리오에 따른 일방적인 교육, 학습자에 대한 지속적인 관리의 어려움, 학습자의 행동을 추론하여 정확한 결과를 도출해내기가 어렵다는 한계가 있다. 본 논문에서는 이-트레이닝 시스템의 문제점을 해결하기 위한 방법으로 자동차 정비를 위한 자동차 몸체, 엔진, 정비 도구에 대한 온톨로지를 구축하고 추론하여 효과적인 자동차 정비 훈련 교육이 될 수 있도록 하는 방법을 제안하고자 한다.