• The Journal of the Korea Contents Association
• /
• v.6 no.3
• /
• pp.116-124
• /
• 2006

Mentoring is defined as a sustained relationship between a mentor and a mentee. Through continued involvement, the mentor offers support, guidance, and assistance as the mentee faces new challenges, or works to correct earlier problems. A mentoring for cooperative learning has many merits including higher order thinking, collaborative competencies, socialization and development. In this paper, a U(Ubiquitous)-CoMM(Community of mentor & mentee) system was supposed to design an instructional learning strategy using cyber community of mentor & mentee in a ubiquitous environment. The proposed system provides participants with campus mentoring program in which they share their experience and expertise. By experimental result showed that the proposed system is effect in education about cooperative learning than existing system.

• Journal of The Korean Association of Information Education
• /
• v.22 no.6
• /
• pp.651-660
• /
• 2018

To determine the educational effects of collaborative story creation activities using the Entry programming language, we instructed first year students at the national university of education on these activities for three weeks and analyzed the changes in their software (SW) education capacity and story creating ability. The completed analysis showed no significant changes in the students' SW education capacity as related to information literacy, computational thinking, and learner competency; however, the students' ability to create stories increased significantly. Although students struggled to learn story creation using Entry, they gradually found that the activities were useful and their interest in creating stories grew. Therefore, we suggest expanding the number of subject curriculum activities using Entry in order to improve SW education capacity as well as the subject capacity for student teachers.

• The Journal of Korean Association of Computer Education
• /
• v.9 no.3
• /
• pp.47-65
• /
• 2006

For the purpose of analysis, the supporting methods for inquiry process is divided into 3 types; when CSILE supports low-level of basic inquiry process, when CSILE supports high-level of integrated inquiry process and when CSILE supports both low-level and high-level of inquiry process. Strauss and Corbin's(1998) grounded theory was used to analyze inquiry process of learning groups. 48 elementary school students in 6th grade participated in this study. Those participants were assigned into 3 groups and each group consisted of 16 students. Then, participants studied a retarded unit in science subject cooperatively for 4 weeks using CSILE program. Through this extensive experiment, 3 types of inquiry model was revealed.

• Journal of Korea Game Society
• /
• v.21 no.4
• /
• pp.85-94
• /
• 2021

The purpose of this study is to analyze the educational effect of non-face-to-face classes in elementary school social studies using Minecraft. the fourth grade of elementary school is divided into experimental and control groups, and social studies using Minecraft are conducted for one semester. As a result of the study, the experimental group students who experienced elementary social studies classes using Minecraft showed a significant increase in achievement, learning attitude, and sense of place compared to the control group, focusing on questions, explanations, and opinions in the Minecraft virtual space It was confirmed that they were cooperating with each other.

• KIPS Transactions on Software and Data Engineering
• /
• v.8 no.12
• /
• pp.491-498
• /
• 2019

Digital twin is a technology that virtualizes physical objects of the real world on a computer. It is used by collecting sensor data through IoT, and using the collected data to connect physical objects and virtual objects in both directions. It has an advantage of minimizing risk by tuning an operation of virtual model through simulation and responding to varying environment by exploiting experiments in advance. Recently, artificial intelligence and machine learning technologies have been attracting attention, so that tendency to virtualize a behavior of physical objects, observe virtual models, and apply various scenarios is increasing. In particular, recognition of each robot's motion is needed to build digital twin for co-robot which is a heart of industry 4.0 factory automation. Compared with modeling based research for recognizing motion of co-robot, there are few attempts to predict motion based on sensor data. Therefore, in this paper, an experimental environment for collecting current and inertia data in co-robot to detect the motion of the robot is built, and a motion prediction model based on the collected sensor data is proposed. The proposed method classifies the co-robot's motion commands into 9 types based on joint position and uses current and inertial sensor values to predict them by accumulated learning. The data used for accumulating learning is the sensor values that are collected when the co-robot operates with margin in input parameters of the motion commands. Through this, the model is constructed to predict not only the nine movements along the same path but also the movements along the similar path. As a result of learning using SVM, the accuracy, precision, and recall factors of the model were evaluated as 97% on average.

• Journal of the Korean Institute of Intelligent Systems
• /
• v.22 no.5
• /
• pp.590-596
• /
• 2012

This paper proposes SERO note system which supports collaborative learning between teachers and learners by using the learner's internal and external environment information. The proposed system defines the learner's internal environment depending on desire for relearning assessment questions, and the learner's external environment depending on a percentage of correct answers. The purpose of educational evaluation through SERO typing of each question is reflected in collaborative learning between teachers and learners. As the results of SERO typing of each question are accumulated on DB and used, a variety of feedback chances can be offered to teachers and learners.

• The Journal of the Korea Contents Association
• /
• v.6 no.3
• /
• pp.108-115
• /
• 2006

e-Learning contents are composed of compounding multimedia data. It requires many professionals in contents development stage. The process of e-learning contents development can be seen as a collaborative work. In the perspective of a collaborative work process, the whole process of e-learning contents development would be regarded as collaborative work process for each participant as well as for whole group members. Most of collaborative works in contents development field are widely distributed. Members of work groups require workspaces for sharing information and communicating each other. In addition to workspaces, it also needs to support collaborative reflection such as planning for collaborative work and monitoring for work process. This paper is intended to develop the reflective collaborative work system for e-Learning contents development in order to support the systemic process of e-learning contents development. The reflective collaborative work system is composed of four supportive parts: work flow management, personal workspace, collaborative workspace, and collaborative reflection.

• Journal of The Korean Association of Information Education
• /
• v.16 no.1
• /
• pp.99-106
• /
• 2012

This study investigated the effects of problem-solving competency of students when they studied with digital textbook contents and digital inking in collaborative learning. The experimental group solved the math problems using basic digital textbook contents and digital inking while the control group solved the math problems using basic digital textbook contents alone. The result of analysis and comparison is as follows, the experimental group with basic digital textbook contents and digital inking showed more improved problem-solving competency than that of the control group with basic digital textbook contents alone, the experimental group showed recorded a higher satisfactory level than that of the control group.

• Journal of The Korean Association of Information Education
• /
• v.19 no.1
• /
• pp.87-98
• /
• 2015

Robotics education in elementary school, It is difficult for girls to continue the motivation and willingness to learn because of a negative attitude and low recognition against the machine. In this paper, we studied method to improve the learning attitude through STEAM-based robotics education utilizing storytelling and robot smart learning system for elementary school girls. The curriculum is composed of nine themes which are selected from famous classic fairy tales for girls and we developed robot smart learning system which allows girls to enjoy robot design&control, collaborative learning, and sharing their ideas by using smart-phone. As a t-test results of learning attitude, the two groups showed statistically significant difference, the experimental group was higher average than the control group in terms of learning attitude. The robot smart learning system is effective for collaborative learning activities and maintaining learning motivation of elementary school girls.

• Journal of The Korean Association of Information Education
• /
• v.15 no.2
• /
• pp.295-305
• /
• 2011

By using robot programming curriculums, we are able to help the learners to improve academic achievement. But these curriculums reduce the level of participation, because most of the robot programming curriculums consists mainly of understanding simple grammatical sentences. Storytelling provides a variety of educational methods to improve logical thinking of children on their experiences and offers positive learning motivations to the learners. In this paper, we proposed the robot programming curriculum using storytelling and implemented the system to support it. By using this curriculum and visualization tools in this system, children can make a robot story and model easily with others. In addition, this robot programming curriculum and system can provide learning motivation and academic achievement to the children continuously.