• The Journal of Korean Association of Computer Education
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• v.4 no.1
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• pp.65-76
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• 2001

The purposes of this study are to test the learning effects of CAI in relation to the learner's locus of control and to test the interactive effects between learner's locus of control and types of learning control. In order to achieve the above purpose, a test was administered to investigate learner's locus of control to 160 First grades of J middle school located in Yosu. On the basis of the test results, the subjects who belonged to the extreme of both pole were divided into the internal and external control groups. Both groups were randomly assigned to teacher-control and learner-control types in CAI. After class, post-test on learning achievement was administered and ANOVA was employed to analyze the data. The research findings are as follows. First, as a result of learning through CAI, the learning scores of internals were shown higher than that of the external group. Second, learner-control group showed higher learning scores than teacher-control group. Third, there was not found a significant interactive effect between learner's locus of control and types of learning control of CAI.

• Journal of the Korean earth science society
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• v.22 no.2
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• pp.89-95
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• 2001

The purposes of the study are (1) to develop a Computer-Assisted Instruction (CAI) program to deal with middle school students' misconceptions on the concept of atmospheric pressure, and (2) to investigate the effects of the CAI on students' achievement and conceptual change. The findings of the study are as follows: (1) Misconceptions about atmospheric pressure found are similar to the ones identified in earlier studies, (2) A CAI program on atmospheric pressure was developed based on the students' misconceptions identified, and (3) The instruction using CAI program has very positive effects on students' science achievement and conceptual change.

• Journal of The Korean Association of Information Education
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• v.3 no.1
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• pp.94-115
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• 1999

Multimedia CAI programs have been produced which encourage self-study and positive learning activities. With instant feedback from the CAI program, students' errors can be corrected easily and the composition ability can be advanced have been done. To increase students' computer capability and composition abilities the following studies. 1. Make an estimate about the factors affecting composition themes and prepare a course based on individual students' needs. 2. Design and implement CAI programs for the enhancement of composition ability. 3. Find an effective teaching-learning model for the generalization of the CAI title and then verify the results.

• 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.

• The KIPS Transactions:PartA
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• v.9A no.1
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• pp.113-120
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• 2002

Many CAI materials have been developed for middle school education. Among subjects in middle school education curricula, various multimedia materials are used in science subjects. Especially, those materials are necessary to teach basic knowledge of the environment, structure and components of animal. Thus, we implemented a multimedia title for a chapter of heart and blood circulation from first year science subject in middle school curricula. Most previous researches mainly focussed on the development of CAI programs, but did not suggest the analysis result of impact using those CAI programs. In this paper, we presented the analysis method of impact and the result, but also suggested a way to improve effectiveness of teaching in a clams.

• Tunnel and Underground Space
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• v.22 no.4
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• pp.284-295
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• 2012

Abrasiveness of rock plays an important role on the wear of rock cutting tools. In this study, Cerchar abrasiveness tests were carried out to assess the abrasiveness of 19 different Korean rocks. Cerchar abrasiveness test is widely used to assess the abrasiveness of rock because of its simplicity and inexpensive cost. This study examines the relationship between Cerchar Abrasiveness Index (CAI) and mechanical properties (uniaxial compressive strength, Brazilian tensile strength, Young's modulus, Poisson's ratio, porosity, shore hardness of rock), and the effect of quartz content, equivalent quartz content, which was obtained from XRD analysis. As a result of test, CAI was more influenced by petrographical properties than by the bonding strength of the matrix material of rock. CAI prediction model which consisted of UCS and EQC was proposed. CAI decreased linearly with the hardness of the steel pin. Numerical analysis was performed using Autodyn-3D for simulating the Cerchar abrasiveness test. In the simulations, most of pin wear occurred during the initial scratching distance, and CAI increased with the increase of normal loading.

• Proceedings of the Korean Information Science Society Conference
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• 2000.04b
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• pp.711-713
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• 2000

본 논문은 멀티미디어의 특성을 활용하여 초등학교 5학년의 음악과 전 영역을 멀티미디어 CAI로 설계하고 구현함으로써 음악에 대한 기초개념과 악곡에 대한 이해와 관심을높이고 학습자에 대한 개별학습과 교수-학습의 효율성을 높이고자 하였다. 이에 따라서 멀티미디어 CAI에 관한 이론을 탐색하고 CAI의 설계원리 및 교과의 특성을 고려하여 Hannafin와 Peck이 제안한 코스웨어 설계모형을 모델로 하였다. 설계모델에 따라 교육과정을 분석하여 멀티미디어 적용요소를 추출하였으며 저작환경에 적합한 스토리보드 형식을 작성하였다. CAI 코스웨어 설계모형에 준거하여 객체지향적이고 상호대화적인 접근을 가능하도록 멀티미디어 디렉터를 도구로 사용하였다. 본 CAI 프로그램은 멀티미디어(Text, Image, Graphic, animation, sound)를 활용하여 주의집중과 동기유발을 높혔고 특히 가창, 기악, 창작, 감상, 이론적 내용, 형성평가의 모든 음악적 영역을 교육과정의 내용에 일치시켜 충실한 교수-학습이 이루어지게 하여 모든 교사의 현장수업에 대한 부담감을 감소시켰다.

• The Transactions of the Korean Institute of Electrical Engineers
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• v.39 no.8
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• pp.875-887
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• 1990

It is hard to keep good quality of coursewares for Computer-Assisted Instruction (CAI), since most CAI coursewares have been developed by programmers rather than by instruction designers. Also, there is no trasplantations among authoring system. This paper describes the design and implementation of an authoring system for CAI to overcome the problems mentioned above. The performance of the system is assured experimentally and then good results are shown compared with other systems.

• Journal of Community Nutrition
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• v.3 no.1
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• pp.36-39
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• 2001

We developed a junior high school-level computer assisted instruction CAI lesson on obesity and weight control and compared its effectiveness with the lecture/discussion method. we collected pretest and posttest data on knowledge an dinterest in obesity and weight control form 450 students in junior high school We randomly assigned three groups the CAI lesson group a comparable lecture/discussion lesson group and control group There were significant difference among these three groups in posttest knowledge scores and in interest in weight control CAI student's responses to learning by computer were significantly positive.

• The Journal of Korean Association of Computer Education
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• v.7 no.5
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• pp.1-8
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• 2004

This study investigated the effect of visual learning preference levels in computer assisted instruction (CAI) using static graphics and animations on students' conceptual understandings, application abilities and learning motivations. Fifty-nine seventh graders were selected from a middle school in seoul, and they were taught about the motion of molecule for 4 class hours. Two-way ANCOVA results revealed that the scores of the conception test of the animations group, regardless of student's visual learning preference levels, were significantly higher than those of the static graphics group. However, there were no differences between the two groups in the scores of application test and learning motivation test.