• Journal of Information Technology Applications and Management
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• v.27 no.4
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• pp.49-62
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• 2020

In this study, the research model of VR·AR contents convergence education for solving social problems was presented after benchmarking the domestic and foreign realistic educational contents industry and policy trends and Fishbone diagram analysis. The goal was to create VR·AR content convergence talent for co-prosperity in the era of the fourth industrial revolution, and the target of education was students, researchers, and business personnel who are interested in VR AR technology education and contents business such as game animation, etc. The education model is based on understanding about storytelling of the socially disadvantaged, such as children and the elderly, and is technology education for content production including the application of virtual and augmented reality SW, and is a convergence education for content planning and business model strategy development.

• Journal of Engineering Education Research
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• v.14 no.3
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• pp.55-60
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• 2011

This paper deals with the characteristics of the various fields of convergence studies and the current status of convergence education in domestic universities, based on a case study of Hanbat National University. Each case of convergence education for domestic universities is categorized and analyzed based on the disciplines of the convergence studies. Based on this analysis, a direction for the convergence education policy of university is suggested. The first suggestion is that convergence education should be based on the voluntary recognition of the necessity and meanings of it for both students and educators. Second is that the content of convergence education should be created according to the characteristics of the universities and related industrial structures. Finally, institutional and financial support from the universities should be extended to the self-organized student study groups.

• Journal of Engineering Education Research
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• v.21 no.1
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• pp.3-13
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• 2018

The purpose of this study is to propose a teaching and learning model that can effectively manage convergence education, which is one of the concerns of university education, at the level of course. The pre-collaborative instructional design stage is to prepare the operation of the convergence project course. It shares the common goal and establishes a team of relevant professors to set up the actual convergence project topic and establishes cooperation relationships with industry or community as needed. In the convergence project activity, students will be able to understand the learning objectives, learning activities, evaluation methods, and explain the subject of the convergence project by proceeding with the whole orientation. Students organize teams of interest and conduct learning and design activities on convergence technologies and present their results. In the educational improvement activities, professors will share the lesson process and results and discuss improvements through the improvement seminar. As a result of analyzing the effectiveness of the proposed convergence project based teaching and learning model, the convergence project experience has improved the cooperative self - efficacy for the learners and the results were confirmed that students perceived to achieve the expected learning goal and satisfied with their experience.

• Journal of Engineering Education Research
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• v.24 no.6
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• pp.79-85
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• 2021

In a future society where cutting-edge science technology such as artificial intelligence becomes commonplace, the demand for talented people with basic knowledge of mathematics and science is expected to increase continuously, and the educational infrastructure suitable for the characteristics of future generations is still insufficient. In particular, in the case of students taking convergence courses including practical training, there was a problem in communication with the instructor. In this study, we looked at the current status of distance learning at domestic universities that came suddenly due to the global pandemic of COVID-19. In addition, a case study of the use of technology was conducted to facilitate the interaction between instructors and learners through case analysis of distance classes in convergence subjects. Therefore, this study aims to introduce the case of developing lecture contents for smooth convergence education in a non-face-to-face educational environment targeting the developed AI convergence courses and applying them to the education of enrolled students.

• Journal of the Korea Society of Computer and Information
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• v.26 no.8
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• pp.13-21
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• 2021

In this paper, we developed an artificial intelligence literacy education program to strengthen the AI convergence education capacity and cultivate literacy of in-service elementary and secondary teachers, and verify the effect on the degree of interest in artificial intelligence convergence education by applying it. As a test tool, the level of interest questionnaire scale developed by George, Hall & Stiegelbauer(2006) was used based on the center of interest acceptance model of Hall et al.(1979). As a result of analyzing the degree of interest in artificial intelligence convergence education before and after the application of the artificial intelligence literacy education program, the types of non-users were found both before and after the application of the program, but the overall degree of interest increased compared to before application. As a result of analyzing the satisfaction result of the artificial intelligence literacy education program, a response that was satisfied in most areas was derived, but there was a tendency to be somewhat less satisfied with the case of convergence and application of artificial intelligence and industry.

• Journal of Engineering Education Research
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• v.21 no.4
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• pp.20-27
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• 2018

In this paper, we conducted an analysis of existing materials of material mechanics, surveying educational demands, and selecting art fields for mechanical engineering in collaboration with experts in the fields of aesthetics and renaissance in order to develop educational materials conversed with humanities and arts. In addition, as a core education tool for convergence education, it was developed with an education kits that can be disassembled, assembled and carried by students. As a results of research, education materials were introduced various arts, linked to the engineering thinking. And measurement experiments of material characteristics were carried in a general classroom using developed education kits. From a paper results, the artistic sensitivity of the students will be enhanced and the students' creative problem solving ability will be improved as the ultimate goal of convergence education.

• Journal of Fashion Business
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• v.27 no.3
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• pp.150-165
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• 2023

The purpose of this study is to propose a fashion design creativity convergence education program based on creative thinking that can be effectively used to create a creative fashion design in the fashion education field, and to verify the suitability of this program and its effectiveness in improving creativity. To this end, a fashion design creative convergence program combining divergent thinking and convergence thinking was designed, and an experimental study was conducted among college students in the fashion design department. Creativity evaluation was conducted by evaluating students' creative ability and creativity of fashion design results. In addition, an open survey was conducted to collect learners' opinions on the suitability of the program and the convergence process of divergent and convergent thinking. As a result of this study, it was found that the fashion design creative convergence education program based on creative thinking improves the creative competency of major learners of fashion design and is the learning performance competency in the process of producing creative results. This study is meaningful as it is a basic study that proposes a fashion design education program to foster the creative competency of fashion design majors, and is expected to be used in various ways in the educational field.

• Journal of Institute of Convergence Technology
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• v.10 no.1
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• pp.31-36
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• 2020

The purpose of this study is to discuss how to introduce micro degree for innovation in convergence education in our university. To this end, the background of the introduction of micro and nano degrees and domestic and foreign applications were reviewed. The reason why the rate of students completing the multi-degree was low was that the credits required for graduation were higher than that of other domestic universities, and the difficulty of the courses offered in the convergence major did not match the students. In order to reduce the burden of students learning convergence subjects while acquiring new knowledge and skills, the introduction of a micro degree is considered to be an alternative to the current convergence education.

• Journal of Korea Multimedia Society
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• v.17 no.11
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• pp.1354-1362
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• 2014

In order to solve the complicated problems faced by the spread of diversified information devices and changes in the user environment in recent years, the importance of training creative talent as well as the need for interdisciplinary convergent approach have emerged. As a future technology development project, convergence education with the design sector for training creative talent in the IT field is also urgent. In this study, we recognized the importance and problems of the convergent approach between IT and design sector by examining the convergence theory and cases with a focus on effective creativity development and sought a new direction for convergence education in the future by investigating the awareness on the convergent approach of college students and analyzing the results. This will be able to have significance as a basic study for discovering creative and innovative convergent talent in the IT and design sector in the future and strengthening basic competence.

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.113-123
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• 2017

The purpose of this study is to investigate engineering students' attitude toward convergence and relevance with engineering education accreditation, gender, and academic year and attitude toward convergence. To be specific, fist, we examined whether the instrument for measuring attitudes toward convergence were reliable and valid for engineering students. Second, we compared levels of attitudes toward convergence in terms of engineering education accreditation, gender and academic year. Third, latent classes, which were distinguished in terms of attitudes toward convergence, were identified. Participants were 2076 engineering students. By using factor analysis and Rasch analysis, validity and reliability of instrument measuring attitudes toward convergence were confirmed. The differences in attitude toward convergence in terms of engineering education accreditation experience, gender, and academic year were examined by independent t-test and ANOVA. There were significant differences in attitude towards convergence in terms of engineering education accreditation, gender, and academic year. Students who experience engineering education accreditation program and male and high academic year have higher levels of attitude toward convergence than others. Lastly latent class analysis (LCA) was conducted to identify subgroups underlying engineering students in terms of attitude toward convergence and five latent classes were identified. In addition, the chi-square results showed that there were significant relationships between identified latent classes and engineering education accreditation, gender, and academic year. Based on these results, engineering education considering students' characteristics and diversity in attitude toward convergence were discussed.