• Journal of the Korean Chemical Society
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• v.68 no.2
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• pp.93-106
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• 2024

This study investigated differences in presence, immersion, and situational interest in small group learning using augmented reality, based on the degree of tool sharing. 84 eighth-grade students participated in small groups of four. Each group was randomly assigned to one of three environments based on marker and device sharing: the shared environment (shared marker and device usage), the mixed environment (shared marker and individual device usage), and the individual environment (individual marker and device usage). Small group learning using augmented reality was conducted for three class periods, focusing on the "Characteristics of Matter" unit. One-way ANOVA results for the dependent variables revealed that, compared to the shared environment, presence and situational interest were significantly higher in the mixed environment, while immersion and situational interest were significantly higher in the individual environment. MANOVA results for the sub-components of each dependent variable showed significant differences in realness for presence, antecedents and experiences for immersion, and instant enjoyment, novelty, and total interest for situational interest. Analysis of interviews and classroom observations indicated that students in shared and individual environments tended to use their devices individually when utilizing augmented reality. However, in mixed environments, students showed a tendency to use their devices collaboratively, leading to more active interactions. Based on these findings, environments for using tools to enhance the effectiveness of small group learning using augmented reality are discussed.

• The Journal of the Korea Contents Association
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• v.18 no.6
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• pp.353-363
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• 2018

According to the Digi Capital forecast, the global augmented reality market is expected to grow rapidly by 2020 to reach 150 billion dollars. In particular, high value added effects are expected in education. As ICT advances, digital textbooks are also leading innovative education by adding interactive functions. Advanced countries, including the U.S., are already using digital textbooks that use augmented reality technology in their classes. In line with this technological outlook, the ministry proposed a design plan that applies augmented reality technology to middle school science 1 digital textbooks. A study on middle school science 1 digital textbooks showed that each unit provided short videos. In addition, an investigation into the augmented reality class case showed that it was difficult to establish experimental equipment, lack of equipment (devices), and 3D design contents that did not continue despite the excellence of learning effects. Based on this demand, we designed an augmented reality scenario and system configuration to be applied to the instrument-specific experiments of middle school science 1 digital textbooks to explore and explore the contents of augmented reality by students. This research will replace the dangerous experiments and time consuming experiments for teachers and students by applying augmented reality to science subjects that are essential for the development of digital textbooks.

• Journal of Convergence for Information Technology
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• v.11 no.2
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• pp.47-56
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• 2021

The purpose of this research was to develop an augmented reality-based surgical nursing practice education application. The research proceeded in ADDIE order of analysis, design, development, implementation, and evaluation stages. In the analysis phase, we analyzed the surgical nursing learning needs of the expert group and nursing student group. As a result of the analysis, the demand for surgical instruments was generally high. We selected 51 surgical instruments of the 7 categories most frequently used in the operating room based on the needs, and produced them as AR Book. The augmented reality application was created based on the Unity 3D engine, and the application was built with Android OS so that the target person could use it. Expert assessment of application for augmented reality-based surgical nursing practice education application showed 73.4±4.3 out of 80. This study is significant in the part that first developed a new method of learning tools for surgical instruments. We determined that an augmented reality-based application has reality, portability, accessibility and simplicity.

• Proceedings of the Korean Information Science Society Conference
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• 2012.06c
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• pp.408-409
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• 2012

본 논문에서 우리는 실시간 COI(Context-of-Interest) 등록에서의 증강현실 기반의 유기적 사용자 인터페이스를 제안한다. 먼저 동적으로 변하는 현실 공간의 사용자와 환경 정보를 반영한 증강형태(Augmented Form)의 변형을 가능하게하는 유기적 증강현실을 소개한다. 이를 사전에 정의된 증강현실 마커의 제약을 극복하는 실시간 삼차원 모델링 및 추적 기술에 적용하여 작업의 단계와 흐름에 따라 동적으로 변경되는 제공되는 증강 가이드를 구현하였다. 결과적으로 사용자는 응용 시스템에 대한 사전 학습이 부족하더라도 유기적인 가이드 정보에 따라 직관적인 작업 수행을 기대할 수 있다.

• Proceedings of the Korea Information Processing Society Conference
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• 2017.04a
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• pp.391-394
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• 2017

사물에 센서를 부착해 실시간으로 데이터를 인터넷으로 연결하는 사물인터넷 시대가 대두되고 고성능의 스마트 기기가 등장함에 따라 현대 교육 시스템에도 큰 영향을 주었다. 특히 오락과 학습이 적절한 조화를 이루는 에듀테인먼트 콘텐츠는 학습자들의 몰입(flow)과 상호작용(interaction)을 통해 흥미를 유발시킨다. 그러나 스마트교육 콘텐츠는 웹을 기반으로 한 콘텐츠가 대다수이며, 어플리케이션 역시 교육의 질 대비 유료서비스를 제공하는 것이 대부분이고 내용이 다소 부재하다는 한계가 있다. 따라서 본 논문에서는 Unity3D와 뷰포리아사의 SDK를 활용하여 증강현실의 장점을 살리고, 학습자들이 흥미를 잃지 않고 쉽게 학습할 수 있는 에듀테인먼트 콘텐츠 제작방법을 제안한다.

• Proceedings of the Korea Information Processing Society Conference
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• 2023.05a
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• pp.618-620
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• 2023

최근 자연어처리 분야에서 의미론적 유사성을 반영하기 위한 대조 학습 (contrastive learning) 관련 연구가 활발히 이뤄지고 있다. 이러한 대조 학습의 핵심은 의미론적으로 가까워져야 하는 쌍과 멀어져야 하는 쌍을 잘 구축하는 것이지만, 기존의 손실 함수는 문장의 상대적인 유사성을 풍부하게 반영하는데 한계가 있다. 이를 해결하기 위해, 이전 연구에서는 삼중 항 손실 함수 (triplet loss)를 도입하였으며, 본 논문에서는 이러한 삼중 항을 구성하기 위해 대조 학습에서의 효과적인 토큰 컷오프(cutoff) 데이터 증강 기법을 제안한다. BERT, RoBERTa 등 널리 활용되는 언어 모델을 이용한 실험을 통해 제안하는 방법의 우수한 성능을 보인다.

• Proceedings of the Korean Society of Computer Information Conference
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• 2021.07a
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• pp.645-647
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• 2021

본 논문에서는 목조건물의 Crack만을 움직여 Data set을 증강하는 기법을 제안한다. 이 기법은 이미지 내 Crack Detection의 학습 데이터를 만들기 위해 이미지의 전체적인 값으로 Flip, Rotation, Shift, Rescale 등의 변환을 통해 Data Augmentation을 진행하는 대신 Crack이라는 하나의 Object만을 가지고 새로운 데이터를 생성한다. 이때 Object는 관심 영역 내에서만 연산되어 기존의 방법보다 더욱 많은 데이터를 얻을 수 있으며, Crack이 관심 영역 밖으로 이동하지 않기 때문에 이상치 혹은 결측치가 존재하지 않는 데이터를 얻을 수 있다. 또한 Crack이 존재하지 않는 이미지에도 임의적으로 Crack을 생성하여 새로운 데이터를 만들 수 있다. 결론적으로 본 논문에서는 Crack Detection의 학습을 위하여 기존 방법보다 우수한 성능의 Data Augmentation을 제안하였다.

• Annual Conference on Human and Language Technology
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• 2019.10a
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• pp.258-261
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• 2019

딥러닝을 이용한 Sequence to Sequence 모델의 등장과 Multi head Attention을 이용한 Transformer의 등장으로 기계번역에 많은 발전이 있었다. Transformer와 같은 성능이 좋은 모델들은 대량의 병렬 코퍼스를 가지고 학습을 진행하였는데 대량의 병렬 코퍼스를 구축하는 것은 시간과 비용이 많이 드는 작업이다. 이러한 단점을 극복하기 위하여 합성 코퍼스를 만드는 기법들이 연구되고 있으며 대표적으로 Back Translation 기법이 존재한다. Back Translation을 이용할 시 단일 언어 데이터를 가상 병렬 데이터로 변환하여 학습데이터의 양을 증가 시킨다. 즉 말뭉치 확장기법의 일종이다. 본 논문은 Back Translation 뿐만 아니라 Copied Translation 방식을 통한 다양한 실험을 통하여 데이터 증강기법이 기계번역 성능에 미치는 영향에 대해서 살펴본다. 실험결과 Back Translation과 Copied Translation과 같은 데이터 증강기법이 기계번역 성능향상에 도움을 줌을 확인 할 수 있었으며 Batch를 구성할 때 상대적 가중치를 두는 것이 성능향상에 도움이 됨을 알 수 있었다.

• Journal of The Korean Association For Science Education
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• v.40 no.4
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• pp.375-383
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• 2020

In this study, we investigated the effects of the multiple representation-based learning strategies using augmented reality in terms of students' conceptual understanding, achievement, and enjoyment of science lessons. 136 8^th-grade students in a coed middle school were randomly assigned to the treatment and the control group. The students learned the concept of the particulate nature of matter related to the properties of substances for four class periods. The multiple representation-based learning strategies designed to facilitate the connecting and integrating representations provided from augmented reality were developed and administered to the students of the treatment group. Results of two-way ANCOVA revealed that the scores of a conceptions test and enjoyment of science lessons test of the treatment group were significantly higher than those of the control group, regardless of their prior science achievement. In a conceptions test, there was a significant difference in the concept of preservation of particles. However, the difference was not statistically significant in the concept of distribution and motion of particles. In terms of an achievement test, there was a significant interaction effect by their prior science achievement. The scores of low-level students were significantly improved, but the effects were not significant to high-level students. On the bases of the results, educational implications for effective teaching and learning using augmented reality are discussed.

• Journal of The Korean Association of Information Education
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• v.17 no.4
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• pp.421-432
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• 2013

The purpose of this study is to develop contents and an instructional model that support children's dramatic play by integrating the robot and augmented reality technology. In order to support the dramatic play, the robot shows various facial expressions and actions, serves as a narrator and a sound manager, supports the simultaneous interaction by using the camera and recognizing the markers and children's motions, records children's activities as a photo and a video that can be used for further activities. The robot also uses a projector to allow children to directly interact with the video object. On the other hand, augmented reality offers a variety of character changes and props, and allows various effects of background and foreground. Also it allows natural interaction between the contents and children through the real-type interface, and provides the opportunities for the interaction between actors and audiences. Along with these, augmented reality provides an experience-based learning environment that induces a sensory immersion by allowing children to manipulate or choose the learning situation and experience the results. In addition, the instructional model supporting dramatic play consists of 4 stages(i.e., teachers' preparation, introducing and understanding a story, action plan and play, evaluation and wrapping up). At each stage, detailed activities to decide or proceed are suggested.