• Journal of The Korean Association For Science Education
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• v.6 no.2
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• pp.9-13
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• 1986

This study was designed to investigate students' preferences of instructional modes in CAI which have concrete of formal operational level instructions. Thirty five students of the high school in America were assessed using Longeot test and were given CAI material on the Apple II e computer. The results of this study showed that students who were only capable of functioning at the concrete level of operations frequently preferred to attempt formal operational level instructions for which they were not capable of success. Further, formal operational students frequently preferred concrete operational instructions. There was also no significant difference in the selection of formal operational level of instructions between concrete and formal operational students. There was also no significant correlation between the number of selected formal operational level instructions and the Longeot test score. These results suggested the student's preference to a cognitive developmental level of instruction in CAI was independent of his or her cognitive developmental level.

• Korean Journal of Applied Biomechanics
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• v.29 no.2
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• pp.61-70
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• 2019

Objective: This study aimed to investigate the characteristics of the declination of the subtalar joint rotation axis and the structural features of the ankle joint complex such as rear-foot angle alignment and ligament laxity test between chronic ankle instability (CAI) patients and healthy control. Method: A total of 76 subjects and CAI group (N=38, age: $23.11{\pm}7.63yrs$, height: $165.67{\pm}9.54cm$, weight: $60.13{\pm}11.71kg$) and healthy control (N=38, age: $23.55{\pm}7.03yrs$, height: $167.92{\pm}9.22cm$, weight: $64.58{\pm}13.40kg$) participated in this study. Results: The declination of the subtalar joint rotation axis of the CAI group was statistically different from healthy control in both sagittal slope and transverse slope. The rear-foot angle of CAI group was different from a healthy control. Compared to healthy control, they had the structure of rear-foot varus that could have a high occurrence rate of ankle varus sprain. CAI group had loose ATFL and CFL compared to the healthy control. Conclusion: The results of this study showed that the deviation of the subtalar joint rotation axis and the structural features of the ankle joint complex were different between the CAI group and the healthy control and this difference is a meaningful factor in the occurrence of lateral ankle sprains.

• Composites Research
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• v.22 no.6
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• pp.18-22
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• 2009

In this paper, we examined impact force and impact behavior through low velocity impact tests of composite laminates. And through c-scan as nondestructive inspection, explored the damaged area being difficult to examine with the visual inspection. Through CAI tests, we also measured the compression strength of composite laminates subjected to low velocity impact. To examine the characteristics of impact behavior measured from low velocity impact test, nondestructive inspection, and CAI test, the simulated data are generated from the test data using Monte-Carlo simulation, then represented it by probability distribution. The testing results using visible stochastic distribution were examined and compared.

• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.508-516
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• 2002

This study investigated the influences of group composition in cooperative computer-assisted instruction (CAI) upon students' conceptual understandings, application abilities, learning motivations, and the perceptions of involvement. Seventh graders (N=97) were selected from a co-ed middle school in Seoul, and taught about 'motion of molecules' for 5 class hours. In the two treatment groups with cooperative CAI strategy, homogeneous and heterogeneous small groups were organized by the previous science achievement. Traditional instructions were administered to the comparison group. Two-way ANCOVA results revealed that the scores of the conception test for the treatment groups were significantly higher than those for the comparison group. However, there was no difference between the homogeneous and the heterogeneous groups. The scores of the three groups did not differ significantly in the application test and the learning motivation test. However, the perceptions of involvement for the treatment groups were more positive than those for the comparison group.

• Journal of The Korean Association For Science Education
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• v.9 no.1
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• pp.53-67
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• 1989

General Physics CAI Program was developed for university science and engineering student. The program was restricted in the field of mechanics and was mainly aimed for individual tutorial. This project was supported by Government. Department of Education, physics attending their general physics classes in university. The program was written in BASIC and constructed by frame, 4 professors and 6 graduate students were involved in the project. Summary of this study is as follows. 1. The theory of CAI was illuminated from a new point of view to enhance usefullness of CAI. Also the structure of frame type CAI was studied. 2. The program was developed as follows 1) The program consisted of main program, pretest routine, tutorial routine, final test routine, and several other routines for program control. Whole program was written in BASIC. 2) 20 problems for pretest, 90 problems and subsequent hints and solutions for tutorial, 20 problems for final test were developed. 3) According to student's pretest result, tutorial course was routed through several different courses which contain different number of problems 4) The expected rate of achievment for final test was set to 75%. 5) Data of students response to problems including number of tries and time used were recorded for the purpose of achievment analisys 3. 22 students went through whole course and the results were as follows. 1) Pretest marks were widly distributed from 20 points to 100. It means that achievement of high school physics course were not enough. 2) Throughout tutorial course, students who had got higher mark in pretest answered correctly in the first trial at a higher rate of 78 %. Overall rate of correct answer in the second trial was distributed appropriatly. 3) Average mark of final test was 78.8 points, rather a higher rate of achievement than expected. This means that the program was constructed well.

• Education of Primary School Mathematics
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• v.2 no.1
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• pp.53-64
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• 1998

Two different CAI programs have been developed to study the affect of CAI element for the types of learners'performance; (i) one is the 'CAI program 1' including the open questions for the fourth grade (the fourth period of the 'Time and Angle' in chapter 3 of the first term) of the mathematics class in the elementary school, and (il) the other is 'CAI program 2' for the existing methods. The fourth grade of Andong Songhyun elementary school has been chosen as the study subjects (243 learners), and the t-test and learners'interview have also been used to analysis the results of CAI programs. The CAI programs have only been used as the control variable. The developed CAI programs have been applied two different learners'groups to investigate the degree of performance among the superior, average, and inferior learners. For the superior group (p＜.0023) at the t＜3.2268 level and for the average group (p＜.0706) at the t＜1.8211 level the learner' group using CAI program 1 shows the higher performance compared with the learners' group using the CAI program 2, whereas fur the inferior group (p＜.8073) at the t＜.2458 level two programs did not show any difference. The learners interviews show that the superior and average groups have an interest for the open problems, whereas the inferior group do not shows an interest for the open problems. Thus, the CAI programs including the open questions (open fields, open evaluation) will be helped to the learners' group with the individual differences. Furthermore, it is expected that the CAI programs including the open questions as the mathematics and the program model of CAI can be used to develope the CAI program in future.

• Korean Journal of Applied Biomechanics
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• v.31 no.2
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• pp.113-118
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• 2021

Objective: The purpose of this study was to investigate differences of landing strategy between people with or without chronic ankle instability (CAI) during double-leg drop landing. Method: 34 male adults participated in this study (CAI = 16, Normal = 18). Participants performed double-leg drop landing task on a 30 cm height and 20 cm horizontal distance away from the force plate. Lower Extremities Kinetic and Kinematic data were obtained using 8 motion capture cameras and 2 force plates and loading rate was calculated. Independent samples t-test were used to identify differences between groups. Results: Compared with normal group, CAI group exhibits significantly less hip internal rotation angle (CAI = 1.52±8.12, Normal = 10.63±8.44, p = 0.003), greater knee valgus angle (CAI = -6.78±5.03, Normal = -12.38 ±6.78, p = 0.011), greater ankle eversion moment (CAI = 0.0001±0.02, Normal = -0.03±0.05, p = 0.043), greater loading Rate (CAI = 32.65±15.52, Normal = 18.43±10.87, p = 0.003) on their affected limb during maximum vertical Ground Reaction Force moment. Conclusion: Our results demonstrated that CAI group exhibits compensatory movement to avoid ankle inversion during double-leg drop landing compared with normal group. Further study about how changed kinetic and kinematic affect shock absorption ability and injury risk in participants with CAI is needed.

• Korean Journal of Health Education and Promotion
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• v.22 no.2
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• pp.1-17
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• 2005

Objectives: The propose of this study was to compare the effects of sex education methods between CAI and Lecture on to improve sex related knowledge and attitudes of middle school female students. Methods: The subjects were selected from one of the Kyoungbuk province's girls middle school. Out of 9 classes of first grade, 2 classes were selected as experimental group and 2 classes were selected as control group. This research was conducted from September 1st to October 1st, 2004. 8 lessons of CAI sex education program was given to experimental group and 8 lessons of sex education lectures was given to control group. To measure the level of sex related knowledge and attitudes of the subjects, the researcher used the modified Kye's, Sung's and Jung's sex related knowledge and attitudes scale. SPSS/Win 10.0 program was used to analyse the data along with Frequency, Percentage, $x^2$-test, t-test, and paired t-test. Results: 1. Sex related knowledge score in the experimental group educated by CAI program will be different from the control group using lecture education(t=3.49, p=0.001). 2. Sex related attitudes score in the experimental group educated by CAI will be different from the control group using lecture education(t=2.94, p=0.004). Conclusions: From the above results, CAI sex education program showed as more effective than lecture method to improve sex related knowledge and attitudes.

• Journal of The Korean Society of Integrative Medicine
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• v.12 no.3
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• pp.49-59
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• 2024

Purpose : Chronic ankle instability (CAI) can impair strength and balance, leading to activity limitations and restricted participation. Traditionally, ankle stabilization exercises have been applied, and more recently, the effects of hip muscle exercises have been studied. The purpose of this study was to determine the immediate effects of hip exercises (HE) and ankle stabilization exercises (ASE) on dynamic balance, performance and ankle function in subjects with CAI. We also compared the difference in effectiveness between HE and ASE. Methods : A total of 34 subjects with CAI participated, ane were randomly divided into two groups: the HE group and the ASE group. The HE group performed a program consisting of exercises above 70 % MVIC, while the ASE group performed a traditional ankle stabilization exercise program. The subjects in each group completed their respective exercise program for a total of 30 minutes once a day and were assessed before and after the intervention. Dynamic balance was assessed using the Y-balance test (YBT). Performance was assessed using the hop for distance test (HDT), and side-hop test (SHT). Ankle function was assessed using foot and ankle ability measure (FAAM) questionnaires. Results : YBT, HDT, and FAAM values increased significantly in both groups after the intervention (p<.05), and there was no significant difference between the groups. SHT values decreased significantly in both groups after the intervention (p<.05), and there was no significant difference between the groups. Conclusion : Although no significant superiority was observed between HE and ASE in this study, both exercise programs were effective in improving dynamic balance, performance, and ankle function in subjects with CAI. These findings suggest that both HE and ASE can be suitable interventions for CAI, highlighting the need for individualized treatment plans. Future research is warranted to explore the long-term effects of exercise programs on CAI subjects of different ages and occupational characteristics.

• Journal of Korean Home Economics Education Association
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• v.8 no.1
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• pp.51-57
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• 1996

The purpose of this study were to examine the difference of the effect of CAI and students’attitude to Home Economics Class through CAI. 120 girl students of the first year were chosen at B middle school in Daegu. Among them each 30 students were classified into 4 groups； High Intelligence group/Individual learning pattern, High Intelligence group/Small group learning pattern, Low Intelligence group/Individual learning pattern, Low Intelligence group/Small group learning pattern. The task of learning was “management of washing”Unit of the second grade. The data were processed with Cronbach’s ${\alpha}$, t-test, ANOVA by SPSS/PC(sup)+. The research findings are as follows： 1. In the verification of CAI Learning effect according to student group pattern, there is no difference between Individual learning pattern and Small group learning pattern in Achivement and Retention of learning. 2. In the verification of CAI Learning effect according to student intelligence level, there is no difference between High Intelligence group and Low Intelligence group in Achivement and Retention of learning. 3. The result of students’attitude to Home Economics Class verificated is an follows. (1) Individual learning pattern is more attensive than Small group learning pattern, but there is no difference in Intelligence level. (2) Low Intelligence group is more positive than High Intelligence group, and Small group learning pattern is more positive than Individual learning pattern in a view of Home Economics Class after using CAI.