• Smart Media Journal
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• v.12 no.1
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• pp.77-91
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• 2023

Interaction methods and technologies for mutual exploration based on user behavior are evolving variously. Especially, in recent years, with the development of a wide range of sensors, they have developed from contact to non-contact methods. However, developers' senseless definitions of the interaction methods have made the exploration process quite complicated, which rather creates the hassle of users needing to learn the interaction guide defined by the developers before experiencing the exhibition contents. In this context, in order to make visitors smoothly communicate with exhibition contents, a preliminary study on easy interaction for users of various ages is needed, and in particular, research on improving the usability of user interaction is also essential when developing non-contact exhibition contents. So, in this study, a method to reduce the confusion between developers and users was sought by researching non-contact interaction that could be universally interacted with in the field of exhibition contents and proposing behavior designs. First, based on the narrative structure of cultural resources, existing studies were reviewed and the points of interactions as cultural contents were derived. Then the most efficient search process was selected among non-contact behaviors based on hand gestures that allow users to naturally guess and learn interaction methods. Furthermore, on the basis of the meaning of non-linear narrative-based interaction and the analysis results of spatial behavior elements, affordance behavior with high learning effect and efficiency was derived. Through this research process, an action that helps users to understand non-contact interaction naturally in the process of exploring exhibition-type cultural contents and to utilize non-contact interaction in the process of immersion in exhibition contents is proposed as a final model.

• 대한공업교육학회지
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• v.31 no.1
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• pp.63-85
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• 2006

This study was performed to deduce the constituents of competence for the practical duty in technical high school's heat treatment and tensile test practice. In order to accomplish this purpose 1) the constituents of competence for the practical duty were deduced through the job analysis and the skill hierarchy analysis of heat treatment and tensile test, 2) the deduced constituents of competence for the practical skill performance were correspond to the Mager's five performance type, that is, discrimination (knowing when to do it, knowing when it's done), problem solving (how to decide what to do it), recall (knowing what to do, knowing why to do it), manipulation (how to do it) and speech (how to say it). The results of this study will be helped to the selection of learning objective, learning content, instruction and evaluation method.

• Journal of The Korean Association For Science Education
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• v.32 no.4
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• pp.555-569
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• 2012

Many science education research and practices are recently emphasizing the importance of collaborative learning. This study also understands learning in aspects of socio-cultural context, and regarded the creation of meaning in a same-age group as an important learning process. This is most especially true in the premise that the formation of roles in a collaborative learning is important for successful interactive learning. This study aims to find out how roles form in a group. For this purpose, university students participating in a group discussion activity about energy flow and circulation of material were selected as research participants. Discussions among the nine students in one group consisted of cognitive conversations on the topic and operational conversations for preparing a presentation. Video-clips of the discussions were made and transcribed. For the analysis, we developed a framework that includes four interaction functions (cognitive, organizational, meta-cognitive, operational), four action elements (question, simple answer, providing opinion, response to opinion), and two to four intention elements by each action elements. As a result, a total of nine roles were revealed through the interaction function and element; cognitive questioner, operational questioner, simple answerer, operational suggester, organizational commander, operational commander, cognitive explainer, terminator, reflective thinker. These roles are re-classified into seven utterance patterns by the utterance order and object, and they were categorized into three role groups (facilitating interaction, sustaining interaction, finishing interaction). The result means that role formation and function can have influence on learning and interaction. This study is meaningful to the suggestion to collaborative learning including project-based learning, investigation, club activity, and for the re-illumination of the role in an aspect of the interaction.

• Journal of Convergence for Information Technology
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• v.12 no.4
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• pp.126-132
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• 2022

At present, due to the rapid spread of smartphones and activation of IoT, malicious codes are disseminated using SNS, or intelligent intrusions such as intelligent APT and ransomware are in progress. The damage caused by the intelligent intrusion is also becoming more consequential, threatening, and emergent than the previous intrusion. Therefore, in this paper, we propose an intelligent intrusion situation-aware reasoning system to detect transgression behavior made by such intelligent malicious code. The proposed system was used to detect and respond to various intelligent intrusions at an early stage. The anticipated system is composed of an event monitor, event manager, situation manager, response manager, and database, and through close interaction between each component, it identifies the previously recognized intrusive behavior and learns about the new invasive activities. It was detected through the function to improve the performance of the inference device. In addition, it was found that the proposed system detects and responds to intelligent intrusions through the state of detecting ransomware, which is an intelligent intrusion type.

• Journal of The Korean Association of Information Education
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• v.26 no.5
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• pp.353-360
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• 2022

The purpose of this study is to verify the effect of artificial intelligence storytelling education program designed to help learning artificial intelligence based on storytelling, the most important element of human intelligence, on learning flow. To this end, a 16-hour artificial intelligence education program was designed and developed, and applied over 8 weeks to 19 gifted students in 5th and 6th grades of elementary school. Artificial intelligence storytelling education program was developed in the form of teaching and learning course plans for each class and storybooks. Artificial intelligence storytelling education program application results showed significant improvements in average scores in all 9 sub-factors of learning flow, including combination of challenges and abilities, integration of behavior and consciousness, clear goal, concrete feedback, focus on task, sense of control, loss of self-consciousness, Distortion of the sense of time, and self-purpose experience. In other words, it was confirmed that artificial intelligence storytelling education program was effective in improving learning flow.

• The Journal of the Korea Contents Association
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• v.21 no.9
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• pp.75-87
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• 2021

The purpose of this study is to derive the characteristics of interaction design for each stage of content composition so that it can be referred to in the planning and production of virtual reality safety education contents. It was confirmed that each of the following interaction design features was found in the three configuration steps: acquisition of situation response procedure knowledge, accident situation experiential learning, and content confirmation and evaluation. First, it was revealed that the quality of experience was controlled by increasing the fidelity of behaviors and reducing general and repetitive behaviors in order to emphasize the educational content-related experiences in the learner experience stage. Second, in order for learners to easily recognize main interaction objects in order to acquire information on safe behavior procedures in unfamiliar environments, use of spatial UI or signifiers using arrows or symbols, posts that specifically instruct actions, and multisensory signals Therefore, it was found to be important to emphasize essential actions in a way that lowers the degree of freedom of user experience, and the proportion of non-realistic interactions for cognitive interactions was found to increase. Lastly, in the confirmation and evaluation stage of the experience, it is important to use the meta UI to alleviate negative experiences such as physical damage after experiencing a safety accident situation,

• Journal of The Korean Association For Science Education
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• v.41 no.3
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• pp.237-250
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• 2021

Teachers play a key role in designing a students' learning experience. Teachers are asked to interpret the context in which they are located and to adjust their practice to fit circumstantial needs based on their teacher agency. In this study, we explore the emergence of teacher agency in distance learning caused by COVID-19 and we analyze factors shaping the teacher agency. For this purpose, we interviewed six secondary science teachers who practiced distance learning in 2020. Semi-constructed interviews and their artifacts were collected and analyzed. This study shows that teacher agency is captured when they respond to circumstantial change and modify their practice to achieve their professional purpose or adjust their practice in space for maneuvering or keep their practice consistent. This study also analyzes the factors that affect the emergence of teacher agency in two dimensions. One is individual and the other is contextual. In the individual dimension, educational values shaped by his/her experiences and short/long-term goals for the future support the emergence of teacher agency. In the contextual dimension, there are collaborative and flexible culture shared by the community, co-operation within the teacher community, and material support. On the other hand, in the individual dimension, the teachers' sense of their role, and no reflection for own practice constrain the emergence of teacher agency, and in the contextual dimension, performativity discourse and strong requirement without guidance constrain the emergence of teacher agency. We suggest an effective lens for establishing a strategy that support teachers' professional practice and the emergence of teacher agency.

• Journal of The Korean Association For Science Education
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• v.39 no.2
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• pp.307-320
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• 2019

This study explores how an elementary school homeroom teacher who continued to lecture, can use diversified science teaching methods for learner-centered instruction. Using an auto-ethnographic approach over the course of a year, self-memory data, facebook diaries, class diaries, and interview data of an elementary teacher's day-to-day preparations and practice of elementary science, in the context of a Korean elementary school, were collected. The data was analyzed through cultural historical activity theory, examining how the interplay of key elements (i.e., the subject as a homeroom teacher with instructional expertise, norms, community, division of labor, tools, and goals) was characterized within and across distinct two-activity systems, and how these elements shaped the teacher's teaching methods into either lecture format or diversified teaching. The study revealed that a non-cooperative community, lack of division of labor, and norms that neglect preparation for science class were the elements that perpetuated the lecture format, and that a contradiction between goals and tools occurred in the activity system. However, these elements were able to be transformed into a cooperative community, shared labor, and norms that saved preparation time for both science class and diversified teaching methods, and those changed elements facilitated the teacher in using diversified teaching methods (e.g., experiments, subject-integrated classes, field work), thereby mitigating the contradiction. This study also discusses that diversified teaching methods can be facilitated when dealing with norms, community, and division of labor elements in an elementary school context as well as improving individual teachers' instructional expertise.

• 한국IT서비스학회:학술대회논문집
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• 2010.05a
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• pp.310-316
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• 2010

본 연구는 정보기술의 사용(Usage)과 수용(Adoption)을 예상하는 목적보다는 웹 기반 협동합습 시스템사용 의도와 사용행위에 영향을 미치는 변수들을 폭 넓게 이해하고, 실질적으로 활용 할 수 있는 변수를 찾는데 목적이 있기 때문에 분해된 계획 행동 이론(Decomposed TPB)을 기반 하였고, 분해된 변수들 중 일부분(지각된 유용성, 지각된 용이성, 명시적 영향, 암시적 영향)과 웹 환경의 중요 요소인 '흥미성' 을 포함하여 사용의도(Use Intention)에 영향을 미치는 변수들을 2개 대학의 대학생 256명을 대상으로 자료를 수집하여 실증 분석하였다. 연구결과 다차원으로 분해된 일부 변수들 중 태도적 믿음 변수인 '지각된 용이성'을 제외하고 분해된 모든 변수가 사용의도에 긍정적 강한 영향을 미치고 있음을 알 수 있었고, 특히 주관적 규범(명시적 영향, 암시적 영향)변수는 준거집단을 통해서 웹기반 협동학습 시스템에 대한 행동의도나 인지에 영향을 줄 수 있는 중요 변수로 나타났다. 이러한 결과는 준거인이 되는 팀장은 팀원 및 학습자들과의 상호작용(협동학습을 통한 화상토론, 게시판정활동, 오프라인 정기 모임, 동영상 동시 시청)과 팀원 관리 및 운영하는 역할이기 때문에 새로운 정보 기술 및 시스템 사용 권유를 하거나, 직접 기술사용을 하는 주변 분위기는 협동합습에 참여한 학습자들에게 조금이나마 영향을 줄 수 있음을 추측 해 볼 수 있고 영향력 있는 중요변수임을 제시하였다.

• Journal of The Korean Association For Science Education
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• v.39 no.1
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• pp.13-33
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• 2019

The purpose of this study is to clarify the possibility of the character education and the concrete implementation process in the field of science education in accordance with the social demand for character education. Based on this purpose, the researchers tried to understand the specific character elements appearing in various science learning situations and to understand the qualities of each specific character elements that can be emphasized through science learning and the aspect of expression process in related learning situations. The researchers selected 11 students from the 7th and 8th graders in Seoul and developed and applied the 'Become a Science Teacher' mentor program in 2014 and 2015. Data collection was conducted through class recordings, mentor teachers' and assistant teacher's journal, artifacts, student journals, student portfolios, class listeners' essays for science class and analyzed qualitative data collected through constant comparison method. According to the result, we extracted 11 character elements and reorganized them into 16 specific character elements revealed in various learning situations based on the relationship between each character elements. The results of the study are eight specific character elements that can be emphasized through science learning and related learning situations. The eight specific character elements are 'responsibility for teaching behavior due to hierarchy of scientific knowledge structure, communication for forming scientific concept, empathic concern based on science learning experience, cooperation for promoting rationality of inquiry method, positive perception of scientific endeavor, respect for scientists' attitudes toward research, confidence in future scientific research, persistence in trial and error'. Based on the results of this study, we proposed the research methods of character in the field of science education in the future.