• Proceedings of the Korean Information Science Society Conference
• /
• 2005.11b
• /
• pp.814-816
• /
• 2005

게임의 스토리텔링 관점에서 보면 사용자가 스토리 라인을 따라 게임을 진행하면 그 게임의 목표를 달성하는데 효과적이지만 오늘날 대부분의 게임들이 사용자의 상호작용을 높게 허용하므로 초기 기획되었던 대로 스토리라인을 따라 진행되기가 어려운 경우가 많다. 이런 게임 환경에서 특별히 교육용 게임은 초기에 의도하였던 학습 목표를 달성하는데 어려움이 있다. 본 논문은 교육용 게임에 미니게임을 삽입한 경우의 스토리텔링 구조를 살펴보고 아동용 게임 속에 포함된 미니게임이 학습 목표 달성에 어떤 역할을 하는지 사례를 통해 분석하였다. 또한 효과적인 학습목표 달성을 위해 미니게임의 활용 방안을 제안하였다.

• 한국정보교육학회:학술대회논문집
• /
• 2007.08a
• /
• pp.280-285
• /
• 2007

체육교과에서 맨손 체조를 구성하는 수업은 기존의 자료 제시 형태의 컴퓨터 활용 수업에서는 일제식 수업이나 학습 목표를 달성하지 못한 흥미 위주의 수업으로 흐르기 쉽다. 그래서 맨손 체조에 관련된 제 7차 교육과정 내의 학습 내용을 살펴보고, 학습자가 자신에게 필요한 맨손 체조를 직접 구성하는 프로그램을 설계하였다. 여러 가지 동작을 익히고, 그 동작의 효과를 학습한 뒤, 적절한 동작을 연결하여 맨손 체조를 구성하는 프로그램으로써 평가를 통해 피드백이 가능하도록 한다. 이 프로그램을 통해 맨손 체조 구성 학습에 대한 학습자의 동기를 유발하는 동시에 학습 목표에 충분히 도달하여 학습자의 자기주도적 능력을 신장시키고자 한다.

• The Journal of the Korea Contents Association
• /
• v.20 no.1
• /
• pp.581-592
• /
• 2020

This research aims to explore the effect of participation in 'peer tutoring(learning tutoring)' program designed for low achiever students, and to provide an explanation for the improvement of related extracurricular activity. For this, firstly, the study analyzed differences between goal attainment group and non-attainment group in self-directed learning readiness, learning presence and learning transfer. Secondly, the relationships between three variables were analyzed. Based on an online survey of 154 low achievers participating in learning tutoring, two research questions were examined using t-test, correlation and hierarchical multiple regression analyses. Our findings show that firstly, the academic achievement after participating in tutoring improved more than before. Secondly, there were differences in three variables by gender and grades. Also, there were differences in three variables between two groups. Finally, there was a high positive correlation between three variables, and 71% of learning transfer was explained by self-directed learning readiness and learning presence. Based on these findings, the practical implications are discussed regarding the improvement of tutoring program.

• Journal of Korea Game Society
• /
• v.19 no.6
• /
• pp.61-70
• /
• 2019

In this paper, we apply reinforcement learning in the field of management simulation game to check whether game agents achieve autonomously given goal. In this system, we apply PPO (Proximal Policy Optimization) algorithm in the Unity Machine Learning (ML) Agent environment and the game agent is designed to automatically find a way to play. Five game scenario simulation experiments were conducted to verify their usefulness. As a result, it was confirmed that the game agent achieves the goal through learning despite the change of environment variables in the game.

• Science of Emotion and Sensibility
• /
• v.16 no.3
• /
• pp.319-332
• /
• 2013

Previous research on learning and memory has focused on how they are constructed through past experiences. Recent studies, however, have shed light on that such cognitive processes are in service of higher goals of maximizing future rewards. This review paper aims to introduce and discuss a related line of research. First, this paper introduces researches that show goal-directed model-based reinforcement learning, in which agents choose a behavior that does not necessarily bring immediate rewards but will allow future rewards, based on generalization and analogical extrapolation. It also reviews studies on neural substrates of goal-directed learning, and discusses that cognitive process implicated in striatal dopaminergic signals can also influence memory. Especially, memory is not a merely passive process of storing and retrieving past experiences homogeneously, but rather results of a decision-making process to serve higher goals. The body of research suggests that information on future rewards can have influence on current cognitive processing in a retrospective manner.

• 한국정보교육학회:학술대회논문집
• /
• 2005.08a
• /
• pp.51-60
• /
• 2005

현대 사회에서 정보는 학생들의 생활에 큰 영향을 주고 있으며, 정보화 사회의 주역이 될 학생들에게 정보화 교육은 절실하게 필요하다. 2003년 이후로 초등학교에서 정보통신기술이 전면적으로 실시된 이후 여러 방면에서 활발한 논의가 이루어지고 있지만, 교육 목표에 대한 학생들의 학업 성취 수준을 평가하는 것은 간과되어 왔다. 본 논문에서는 초등학교 2, 4, 6학년 학생들의 정보통신기술교육에 대한 학습 목표 성취도를 살펴보고, 학생들의 학습 경로와 교육목표 성취도 간의 관계를 분석하여 더 나은 ICT 교육의 방향을 제시해 보고자 한다. 먼저, 단계별 학습 영역에 따른 학습 내용을 추출하고 평가 기준을 세운 후 해당 학생들의 학습 정도와 학습 내용의 습득 경로를 평가지를 통하여 조사하였다. 조사 내용을 영역별로 분석한 결과 컴퓨터 교육의 인지적인 부분이 기능적인 부분보다 상대적으로 교육목표 성취도가 낮으며, 학습 경로를 분석한 결과 수업 시간보다는 집에서 가족에게 배우거나 스스로 익히는 경우가 더 많은 것으로 조사되었다.

• Proceedings of the Korean Information Science Society Conference
• /
• 2001.04b
• /
• pp.688-690
• /
• 2001

온라인을 이용해서 교육목적을 달성하기 위해서는 학습자 수준을 분서하여서 수준에 맞는 학습 내용을 제공해야 한다. 특히 수학과처럼 학습의 연계성이 큰 교과는 선수학습이 결손되면 후속학습의 목표 도달에 곤란을 갖게 된다. 따라서 학습자가 학습목표를 잘 도달할 수있게 하기 위해서는 선수학습 결손 여부를 판단해서 학습결손이 발견되면 보충학습을 한 뒤 본 학습을 하도록 해야 한다. 이에 본 논문에서는 IPI를 이용하여 학습자의 수학과 학습 수준을 분석할 수 있는 진단시스템을 설계 구현하였다. IPI(Individually Prescribed Instruction)는 학습자의 수준을 진단$\longrightarrow$처방$\longrightarrow$평가하는 개별처방교수법으로 이를 이용하면 학습자의 수준을 진단해서 학습자 수준에 맞게 처방을 하여 개별화된 학습을 할 수가 있다. 수학학습에 본 시스템을 활용하면 학습자는 학습결손이 일어나지 않게 되어 궁극적으로 학습목표에 도달할 수 있게 된다.

• Journal of Korean Home Economics Education Association
• /
• v.34 no.2
• /
• pp.41-58
• /
• 2022

This study aims to provide lesson plans that can simultaneously achieve both the learning goals of the 'Human Development & Family' domain of the 2015 revised Technology & Home Economics curriculum and the Sustainable Development Goals. Four steps including analysis, design, development, and evaluation and revision were followed. In the analysis step, the 'Changing Families and Healthy Families' unit was selected as it is relevant to the nine subgoals of the SDGs. In the design step, three sessions were planned with a problem-solving project approach. In the development step, three lesson plans for each session, individual and group activity worksheets for students, and guidelines for teachers were constructed. In the evaluation and revision step, criteria for evaluating the lesson plans were developed reflecting both the goals of the Home Economic curriculum and the SDGs. The validity of the lesson plans was reviewed by a panel of experts. Then, the revised lesson plans were finalized. This study provides an illustrative example of the lesson plans in the secondary education context that can be used to achieve the learning goals of the Home Economic curriculum and the Sustainable Development Goals at the same time.

• Journal of the Institute of Electronics Engineers of Korea CI
• /
• v.48 no.5
• /
• pp.42-48
• /
• 2011

Agent acts for specification purpose, which is common element of CGF (Computer Generated Forces). When basic agent acts as planned, the advanced intelligence agent can do more than this. It can follow predefined actions along appointed script to achieve purpose or lay another plans when it is difficult to achieve. In other words, it can amend plan again or make new plan in order to achieve goals. When plan fails, agent amends oneself, possibly decreases target level to achieve easily. In doing so, the agent calculates a quantitative value for changing plans in realtime, and choose appropriate alternative plans when the threshold value reaches an limit. In this paper, we propose an military system in which the planned action can be modified according to the level of achievement and alternative plans can be generated accordingly.

• The Journal of the Korea Contents Association
• /
• v.18 no.11
• /
• pp.250-257
• /
• 2018

The program for low-achievers, named 'Running high' is to provide college students whose GPA was lower than 2.5 with 1:1 learning consultation and special lectures of high achievers. Especially, it supports scholarship only for students who attain the target record of a certain course which they choose. The purpose of this study was to examine whether or not academic achievement, grit, ego-resilience of participants in 'Running high' would be more advanced than before. This study also compared academic achievement, grit, ego-resilience between participants who attain the goal of the program and participants who can not attain it. 110 college students joining in 'Running high' responded pre and post surveys of grit and ego-resilience. Their data of academic achievement also were gathered. The result of this study showed that the academic achievement and grit of participants in 'Running high' were advanced more than before, but not ego-resilience. The differences of academic achievement and grit between participants who attained the goal of the program and participants who could not attain it were significant, but not ego-resilience.