• Journal of Engineering Education Research
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• v.13 no.2
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• pp.3-6
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• 2010

In this paper, we report a case study of applying puzzle solving as a programming practice. There are many students, who have attended computer programming language courses, have had difficulties in accomplishing the course assignments. It is because just following and citing the programming language course materials is not sufficient for constructing computer programs. Many professional developers have stated that computer programming for small problems is an art of puzzle solving, where developing enterprise-size computer programming projects involves architectural insights which are already dealt in software engineering literatures. Following those backgrounds, we have explored the applicability of puzzle solving in a C++ object oriented programming course and have reported the results. The experimental results show that puzzle solving is effective to the students who are interested in computer programming and have at least beginner-level knowledge and expertise, but it turned out that puzzle solving assignments still does not draw much attention of the students who are not seriously interested in computer programming.

• Journal of Fisheries and Marine Sciences Education
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• v.28 no.5
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• pp.1183-1197
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• 2016

The purpose of this study is to develop a Puzzle-Based Computer Science Instruction Model and Learning Program and to confirm the effects. To do so, we selected 2 classes with a similar level of pre-computational thinking in elementary schools in the Jeju Province. After that, from 2 classes, we designated the 5th grade students in 'D' elementary school as group A and designated students of the same grade in 'J' elementary school as group B. In a total of 28 sessions during an 18 week period, a Puzzle-Based Computer Science Learning Program was used with 31 students in group A, and the traditional computer science course was used with 25 students in group B. The results showed that there were significant improvements in computational thinking, which is computational cognition and its creativity, of the students in group A compared to students in group B. Also, this study proved that the Puzzle-Based program correlated with positive changes group A students' Science-Related Affective Domain. In this paper, on the basis of proven effectiveness, we introduce the Puzzle-Based Computer Science Instruction Model and Learning Program as an alternative to traditional, computer science education.

• Proceedings of the KAIS Fall Conference
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• 2007.05a
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• pp.199-202
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• 2007

In this paper, I suggest that as follow. First, it is the algorithm to transmit the encryption key which use ${\ast}$ N Puzzle method more safe than the existing One-path XOR method. Second, it does provide the high quality of security than the existing system because it does not save the generated puzzle to the setter side. Third, it does support the client decryption system which can decrypt the puzzle with OPT in decryption with client side. Fourth, it does adopt more of the safe tansmission method with the compound of ${\ast}$ N Puzzle method and OPT.

• Proceedings of the Korean Society of Computer Information Conference
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• 2013.01a
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• pp.153-155
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• 2013

퍼즐은 주어진 문제를 사람이 스스로 문제해결 알고리즘을 찾아내도록 한다. 이러한 퍼즐은 손으로 직접 조작하거나 텍스트를 통해 접할 수 있으며 흥미를 유발하고 논리적 사고력과 창의력을 개발하도록 한다는 장점이 있어 효과적인 교육을 위하여 종종 도입된다. 본 연구에서는 이러한 퍼즐 기반 학습을 교육에 적극적으로 도입하기 위하여 지금까지 연구된 퍼즐 기반 학습의 현황을 분석하고 퍼즐의 활용 방향을 제시하고자 하였다.

• Journal of The Korean Association of Information Education
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• v.23 no.5
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• pp.499-511
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• 2019

The preceding study of this study developed puzzle-based computer science education programs to enhance the computational thinking of elementary school students over 1 to 3 times. The preceding study then applied such programs into the field, categorized the effects of education into CT creativity and CT cognitive ability to improve the education programs. Based on the results of these preceding studies, the hierarchical Bayesian inference modeling was performed using age and CT thinking ability as parameters. From the results, this study predicted the effectiveness of puzzle-based computer science education programs in middle and high schools and proposed major improvement areas and directions for puzzle-based computer science education programs that are to be deployed in the future throughout middle and high schools.

• Proceedings of the KAIS Fall Conference
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• 2009.05a
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• pp.700-704
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• 2009

본 논문에서는 첫째, 기존의 단순 One-path XOR 방법보다 안전한 Matrix Puzzle 기법을 이용한 Key 전송방법을 제안한다. 둘째, 생성된 Puzzle은 서버에 저장하지 않으므로 기존의 시스템보다 보안성이 높은 방법을 제안한다. 셋째, 클라이언트에서 복호화 할 때 OTP(One Time Password)와 함께 Puzzle을 복호화 하는 클라이언트 복호화 시스템을 제안한다. 넷째, Matrix Puzzle기법과 OTP를 조합으로 보다 안전한 키 전송을 제안한다.

• Journal of Korea Multimedia Society
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• v.20 no.12
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• pp.1890-1900
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• 2017

Tangram game consists of seven pieces of polygons such as triangle, square, and parallelogram. Typical methods of image processing for object recognition may suffer from the existence of side thickness and shadow of the puzzle pieces that are dependent on the pose of 3D-shaped puzzle pieces and the direction of light sources. In this paper, we propose an image processing method that recognizes simple convex polygon-shaped objects irrespective of thickness and pose of puzzle objects. Our key algorithm to remove the thick side of piece of puzzle objects is based on morphological operations followed by logical operations with edge image and background image. By using the proposed object recognition method, we are able to implement a stable tangram game applications designed for tablet computers with front camera. As the experimental results, recognition rate is about 86 percent and recognition time is about 1ms on average. It shows the proposed algorithm is fast and accurate to recognize tangram blocks.

• Journal of Korea Game Society
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• v.20 no.3
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• pp.15-24
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• 2020

We present a reinforcement learning-based framework for generating 2D Lego puzzle from input pixel art images. We devise heuristics for a proper Lego puzzle as stability and efficiency. We also design a DQN structure and train it to maximize the heuristics of 2D Lego puzzle. In legorization stage, we complete the layout of Lego puzzle by adding a Lego brick to the input image using the trained DQN. During this process, we devise a region of interest to reduce the computational loads of the legorization. Using this approach, our framework can present a very high resolutional Lego puzzle.

• The Journal of Korean Association of Computer Education
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• v.11 no.6
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• pp.95-102
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• 2008

In this paper through the implementation of cooperative learning using SDG, education puzzle actually applies to computer training. SDG(Single Display Groupware) which one computer display have a multi-input devices can work as a collaborative system. Learners are performing together through SDG-based cooperative learning system. SDG cooperative learning with a multi-input device is superior to traditional learning with individual. We have implementation of the puzzle game with this fact. This system through effective education and raising their children's education participation rate will be able to do.

• Journal of the Korea Society of Computer and Information
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• v.19 no.1
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• pp.191-201
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• 2014

The purpose of this study is to propose strategies of puzzle-based learning for Informatics gifted education through analyzing Informatics gifted elementary students' computational problem solving approaches in puzzle-based learning contexts. Six types of educational puzzles, which are constraints, optimization, probability, statistically speaking, pattern recognition, and strategy, were used in teaching 14 Informatics gifted students for 8 sessions. The results of pre and post test and each students' answers were analyzed to identify why students were not able to solve the puzzles. We also analysed what essential computational strategies are needed to solve each type of puzzles, and what students did not know in solving puzzle problems. We identified some problems caused by puzzle representation methods, and various students' intuitions that disturb puzzle solving. Also, we identified essential computational strategies to solve puzzles: backtracking, dynamic programming, abstraction, modeling, and reduction of big problem. However, students had difficulties in applying these strategies to solve their puzzle problems. We proposed the revised puzzle-based learning strategies, which is based on the improved problem representation, just-in-time cognitive feedbacks, and web-based learning system.