• 인간식물환경학회지
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• 제24권6호
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• pp.651-662
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• 2021

Background and objective: This study identifies whether children's planning-organizing executive function can be significantly classified and predicted by home environment quality and wealth factors. Methods: For empirical analysis, we used the data collected from the 10th Panel Study on Korean Children in 2017. Using machine learning tools such as support vector machine (SVM) and random forest (RF), we evaluated the accuracy of the model in which home environment factors classify and predict children's planning-organizing executive functions, and extract the relative importance of variables that determine these executive functions by income group. Results: First, SVM analysis shows that home environment quality and wealth factors show high accuracy in classification and prediction in all three groups. Second, RF analysis shows that estate had the highest predictive power in the high-income group, followed by income, asset, learning, reinforcement, and emotional environment. In the middle-income group, emotional environment showed the highest score, followed by estate, asset, reinforcement, and income. In the low-income group, estate showed the highest score, followed by income, asset, learning, reinforcement, and emotional environment. Conclusion: This study confirmed that home environment quality and wealth factors are significant factors in predicting children's planning-organizing executive functions.

• 한국정보통신학회논문지
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• 제14권7호
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• pp.1557-1564
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• 2010

감성신호는 개인에 따라 그 패턴이 매우 다르게 나타나므로, 본 논문에서는 감성신호의 개인별 특징을 고려한 최대 엔트로피 기반 감성 인식 모델을 제안한다. 제안하는 모델은 보다 정확하게 사용자의 감성을 인식하기 위해서, 단순히 주어진 입력 감성 신호 값만을 사용하지 않고, 긍정 감성 신호 값의 평균과 부정 감성 신호 값의 평균을 입력 감성 신호의 값과 비교하여 활용한다. 또한, 감성 인식에 대한 전문적인 지식이 없이도 감성 인식 모델의 구축이 용이하도록, 제안하는 모델은 성능이 높다고 잘 알려진 기계학습기법의 하나인 최대 엔트로피 모델을 이용한다. 감성 신호의 수치 값을 그대로 사용하면 기계 학습에 필요한 학습 패턴 자료를 충분히 확보하기 어렵다는 점을 고려하여, 제안하는 모델은 평균차를 수치 값 대신 +(양수)와 -(음수)로 단순하게 표현하며, 감성 반응 전체 시간인 10초 대신 초단위로 분할하여 학습 패턴 자료의 양을 늘렸다.

• 산업경영시스템학회지
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• 제32권4호
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• pp.241-247
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• 2009

In this paper, we present a wireless RFID glove in emotional learning method. The proposed wireless RFID glove consists of three parts: RF wireless module, RFID reader, and RFID tags. Objects tagged with a small passive RFID tag, can be sensed at short ranges by using wireless RFID glove. We describe the wireless RFID glove prototype, and present some interactive learning programs and games. The proposed system can be utilized to analyze user activities and train the brain of old person.

• Educational Technology International
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• 제7권1호
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• pp.39-57
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• 2006

Supporting individual or group learners through designing effective learning environment has been major concern for instructional technologists. In CSCL environment, the effectiveness of learning depends not only on the design of the learning incidences but also on that of psychological environment because in CSCL the learners encounter virtually a new environment deviate from the ordinary physical world. CSCL is one of the most demanding environment for learners and thus it requires a highly refined learner support mechanisms. The purpose of the research was to devise conceptual tools for supporting learners in CSCL environment. Especially, the researchers tried to develop special kinds of scaffolding that directly support the collaborative practice in the social and psychological dimension of the learner. Body of literature on scaffolding has been reviewed and effective CSCL environments were observed and analyzed. As a result of the study, the research proposes a new type of scaffolding, named as "collaboration scaffolding" as a conceptual tool for supporting learners in CSCL environment. Also the research suggests three subtypes of scaffolds as the most typical collaboration scaffolding; emotional scaffolds, facilitative scaffolds, and exploratory scaffolds.

• 한국간호교육학회지
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• 제27권4호
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• pp.381-391
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• 2021

Purpose: This study aimed to identify the influence of learning presence and self-directed learning ability on nursing students' learning satisfaction according to the online learning method. Methods: The participants of this study were 167 nursing students attending three universities in different cities. The data were collected from July 16 to July 23, 2021, via an online self-reported questionnaire. Using SPSS WIN 27.0, data were analyzed by descriptive statistics, Pearson's correlation coefficient and a multiple regression analysis. Results: The most effective online learning method experienced by nursing students was asynchronous online learning according to 58.2% of the respondents, while 30.3% of the respondents answered synchronous online learning. The main merit of asynchronous online learning was that it was possible to listen repeatedly (61.7%) to lectures, and the top advantage of synchronous online learning was that the location of the class was free (53.3%). In asynchronous online learning, the factors that significantly affected nursing students' learning satisfaction were cognitive presence (𝛽=.60, p<.001) and emotional presence (𝛽=.25, p<.001). These variables accounted for 56% of their learning satisfaction (F=54.12, p<.001). Similarly, cognitive presence (𝛽=.64, p<.001) and emotional presence (𝛽=.21, p=.001) in synchronous online learning, were the factors cited for significantly affecting learning satisfaction. The explanatory power was 62% (F=69.19, p<.001). Conclusions: In conclusion, it was found that cognitive and social presence from the learning presence factors in both asynchronous and synchronous online learning influence and enhance nursing students' learning satisfaction. Therefore, these results provide important data for future online class design in nursing education.

• 아동학회지
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• 제25권6호
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• pp.171-189
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• 2004

Children develop emotional intelligence during the early years of life, and according to experts, emotional intelligence(EI) is a more reliable predictor of academic achievement than IQ. However, nowadays children appear to be low on emotional well-being. This has potentially negative consequences, not only for academic achievement but also for personal relationships. The purpose of this study was to develop emotional education program for young children(EEPYC). In this study, EI is defined to carry out reasoning in regard to emotions and to use emotion for enhancement of thought. Designed to facilitate development of young children's EI. EEPYC is based on the four branch model, which is mental EI model and based on the guiding principle of Collaborative to Advance Social and Emotional Learning. The subgroups(curricular) that compose EEPYC are Emotional Perception, appraisal, and expression, Self-recognition program, Self-esteem program, Emotional Stress Regulation, Emotional problem solving & conflict resolution. EEPYC has the potential of fostering emotional intelligence. Moreover, EEPYC can promote a motivation, prosocial activity, and regulation of stress. This helps young children to develope cognition and emotion in harmonious fashion.

• 가정∙방문간호학회지
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• 제23권2호
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• pp.147-154
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• 2016

Purpose: This study aimed to develop and apply simulation-based education, and to verify the effects of this type of education on nursing students' presence in education, systems thinking, and proactivity in problem solving. Method: Subjects were 69 senior college students recruited through convenient sampling. This study used a one-group pre-posttest quasi-experimental design. A structured survey was administered a week before and after provision of the simulation-based education once a week for 4 weeks. Data were analyzed using descriptive statistics and t-tests. Results: Teaching presence increased after the educational intervention; instructional design and organization, and aspect of direct facilitation subscales improved. Learning presence increased after the educational intervention; although cognitive presence did not change, emotional presence increased. With regard to emotional presence, perception and expression of one's emotional status increased, although emotional management did not change. Moreover, systems thinking increased. Among the subscales, team learning showed an increase after the educational intervention. However, there was no significant difference in proactivity in problem solving, although it showed an increase after the educational intervention. Conclusion: Based on the aforementioned study results, there is need to establish educational environments for qualitative teaching and learning presence, and devise strategies to increase learning effects with various teaching methods and type of content.

• 한국과학교육학회지
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• 제26권6호
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• pp.723-731
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• 2006

이 연구에서는 중학교 1학년 28명을 대상으로 변칙사례에 의한 인지적 반응 유형에 따른 정의적 반응 및 학생들이 제시하는 효과적인 개념변화 교수-학습전략을 조사하기 위한 면담을 실시하였다. 연구 결과, 변칙사례의 신뢰성과 타당성을 강조할 경우 인지갈등이 더 잘 유발되는 것으로 나타났다. 흥미와 불안과 같은 정의적 반응이 나타나는 양상은 인지적 반응 유형 및 대안가설의 제시 유무와 명확성에 따라 달랐으며, 정의적 반응이 개념학습 과정에 긍정적인 영향을 준다고 생각하는 학생들이 많았다. 신념감소, 주변신념변화, 신념변화 반응을 보인 학생들의 경우, 효과적인 개념변화를 위해 필요하다고 생각하는 교수-학습전략이 대안가설의 제시 유무에 따라 다르게 나타났다. 이에 대한 교육적 함의를 논의하였다.

• 문화기술의 융합
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• 제10권1호
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• pp.489-493
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• 2024

행복 지수는 집단적인 행복 정도를 직관적으로 파악하는데 효과적인 측정 시스템이다. 가치관의 변화에 따라행복 지수에 행동의 가치를 추가한 연구들이 제안되고 있으나, 개인이 느끼는 감정을 활용하여 관계성을 분석한 연구는 부족한 실정이다. 따라서 본 연구는 행동의 가치를 나타내는 사회적 변수와 개개인의 감정지수를 함께 고려해 행복 지수를 예측하는 딥러닝 모델을 설계한다. 첫째, 2005년 1월 ~ 2020년 12월의 사회적, 감정적 변수를 수집한다. 둘째, 데이터 전처리 및 유의변수 탐색을 수행한다. 셋째, 딥러닝 기반의 회귀 모델로 학습하고, 5-Fold 교차 검증(Cross Validation)으로 학습 모델을 평가한다. 본 연구의 제안 모델은 테스트 데이터에서 90.65%의 높은 예측 정확도를 보인다. 향후 이 연구는 국가별 데이터로 확대 적용하여 행복 지수 주요 요인 분석 등의 연구에 활용될 수 있을 것으로 기대된다.

• International Journal of Computer Science & Network Security
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• 제24권8호
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• pp.184-190
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• 2024

The research involved children and parents of primary school-aged children with cognitive development disorder, as well as scientific and pedagogical workers who organized the psychological and pedagogical principles for organizing distance learning. The purpose of the research lies in establishing how effectively children, parents and their teachers cope with online distance learning during the pandemic, as well as investigating the extent to which such educational technology affects the emotional and behavioural state of the child. The research methodology is based on complexity. In the course of the research, the method of pedagogical experiment was used; observation and questionnaire methods were also introduced; the descriptive method, analysis and synthesis were used to review the theoretical material. The hypothesis lies in the fact that distance online education increases academic difficulties, changes the behavioural and emotional picture of a child with cognitive development disorder; consequently, the behaviour and emotional background will be limited by certain parameters, and this requires the active involvement of parents and teachers in the distance work process. The results of the research have revealed that distance education causes a number of restrictions for children with cognitive development disorder, namely: concentration of attention has decreased, anxiety has increased, and sleep has worsened. Behavioural changes predicted increased restlessness and aggression. Parents and teachers have had methodological, academic and everyday difficulties; all participants in the educational process have been more limited in the conditions of online distance learning. difficulties and improving the behaviour and emotional states of all participants in the educational process.