• Journal of The Korean Association of Information Education
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• v.25 no.5
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• pp.769-778
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• 2021

Humanity faces the 4th industrial revolution, many countries are providing systematic and continuous SW education to foster talent with AI capabilities. On the other hand, there are high concerns that the SW gap will widen and polarize as domestic reality does not provide systematic and continuous SW education to learners. Against this background, this study started to investigate the influence of learners' SW experience on SW education. As a result of the study targeting science and engineering students, the effect of SW experience on SW education was significant. With theses results, it is expected that various discussions will be actively conducted so that systematic and continuous SW education can be provided in elementary and secondary schools.

• Journal of Intelligence and Information Systems
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• v.29 no.3
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• pp.341-359
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• 2023

The metaverse applies various technological means such as digital twin modeling, 3D rendering, and holographic imaging, which can provide an immersive tourism service experience. However, since the development of the metaverse is still in its infancy, there is relatively little research on digital tourism from the perspective of the metaverse. This research empirically studies the factors that promote the participation behavior of users on the metaverse platform for digital cultural tourism. Our results show that users' internal motivations for learning and entertainment and the functions provided by metaverse, which are sensory stimulation and social interaction lead to the intention to participate in cultural tourism on metaverse with the mediating effects of immersion experience and perceived pleasure.

• The KIPS Transactions:PartD
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• v.14D no.5
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• pp.501-508
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• 2007

Simulation system was introduced and used a lot in the fields of aviation, vessel, and medical treatment. 3D Simulation system has been used quite insufficiently as it requires a lot of system resource and huge amount of computer calculation. As the graphic card performance and simulation function developed, however, PC based simulation has been activated and is verified of its possibility as an educational software. However, educational institutions need to invest huge amount of budget and manpower to purchase and maintain CT Equipment. For such a reason, educational institutions entrust their students to hospitals for indirect experience of operation or for mere observation. This study, therefore, developed a CT Virtual reality education system with which medical CT Equipment can be directly operated in PC based 3D Virtual environment.

• The Journal of Korean Association of Computer Education
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• v.6 no.2
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• pp.71-79
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• 2003

In the flow state, people are absorbed in their activities, while irrelevant thoughts and perceptions are screened out. In Csikszentmihalyi's view, the term 'flow' is used in describing the best feeling in human lives. Flow has been conceptualized as an optimal experience that stems from people's perception on challenges and skills in a given situation. We can easily observe that students who are learning from WBI experience flow state occasionally. If we identify the related factors that make flow experiences possible in WBI, the designers and instructors of WBI might be greatly benefitted by having ideas of how to provide optimal flow experiences to their students. In this article, we attempted to analyze what are critical Flow factors in WBI and provided guidelines on how to design optimal flow experiences in WBI.

• Journal of Dental Anesthesia and Pain Medicine
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• v.15 no.4
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• pp.207-212
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• 2015

Background: The ideal alternative airway device should be intuitive to use, yielding proficiency after only a few trials. The Clarus Video System (CVS) is a novel optical stylet with a semi-rigid tip; however, the learning curve and associated orodental trauma are poorly understood. Methods: Two novice practitioners with no CVS experience performed 30 intubations each. Each trial was divided into learning (first 10 intubations) and standard phases (remaining 20 intubations). Total time to achieve successful intubation, number of intubation attempts, ease of use, and orodental trauma were recorded. Results: Intubation was successful in all patients. In 51 patients (85%), intubation was accomplished in the first attempt. Nine patients required two or three intubation attempts; six were with the first 10 patients. Learning and standard phases differed significantly in terms of success at first attempt, number of attempts, and intubation time (70% vs. 93%, $1.4 {\pm}0.7$ vs. $1.1{\pm}0.3$, and $71.4{\pm}92.3s$ vs. $24.6{\pm}21.9s$, respectively). The first five patients required longer intubation times than the subsequent five patients ($106.8{\pm}120.3s$ vs. $36.0{\pm}26.8s$); however, the number of attempts was similar. Sequential subgroups of five patients in the standard phase did not differ in the number of attempts or intubation time. Dental trauma, lip laceration, or mucosal bleeding were absent. Conclusions: Ten intubations are sufficient to learn CVS utilization properly without causing any orodental trauma. A relatively small number of experiences are required in the learning curve compared with other devices.

• Journal of Korean Neurosurgical Society
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• v.67 no.1
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• pp.60-72
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• 2024

Objective : Recently, robotic-assisted spine surgery (RASS) has been considered a minimally invasive and relatively accurate method. In total, 495 robotic-assisted pedicle screw fixation (RAPSF) procedures were attempted on 100 patients during a 14-month period. The current study aimed to analyze the accuracy, potential risk factors, and learning curve of RAPSF. Methods : This retrospective study evaluated the position of RAPSF using the Gertzbein and Robbins scale (GRS). The accuracy was analyzed using the ratio of the clinically acceptable group (GRS grades A and B), the dissatisfying group (GRS grades C, D, and E), and the Surgical Evaluation Assistant program. The RAPSF was divided into the no-breached group (GRS grade A) and breached group (GRS grades B, C, D, and E), and the potential risk factors of RAPSF were evaluated. The learning curve was analyzed by changes in robot-used time per screw and the occurrence tendency of breached and failed screws according to case accumulation. Results : The clinically acceptable group in RAPSF was 98.12%. In the analysis using the Surgical Evaluation Assistant program, the tip offset was 2.37±1.89 mm, the tail offset was 3.09±1.90 mm, and the angular offset was 3.72°±2.72°. In the analysis of potential risk factors, the difference in screw fixation level (p=0.009) and segmental distance between the tracker and the instrumented level (p=0.001) between the no-breached and breached group were statistically significant, but not for the other factors. The mean difference between the no-breach and breach groups was statistically significant in terms of pedicle width (p<0.001) and tail offset (p=0.042). In the learning curve analysis, the occurrence of breached and failed screws and the robot-used time per screw screws showed a significant decreasing trend. Conclusion : In the current study, RAPSF was highly accurate and the specific potential risk factors were not identified. However, pedicle width was presumed to be related to breached screw. Meanwhile, the robot-used time per screw and the incidence of breached and failed screws decreased with the learning curve.

• Communications of Mathematical Education
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• v.35 no.3
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• pp.213-231
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• 2021

This study is intended to investigate contents related to parents' perception and satisfaction level of school mathematics curriculum. Based on the results, this study intended to deduce implications for mathematics education in schools, child education, and parent education. According to the result of the survey, the more positively the parents perceived the value of the mathematics learning, the more positively the child perceived, and the higher the parent's participation rate in mathematics-related education was. In terms of perception of teaching and learning activities, it showed that the willingness to participate in educational programs was lower for the parents of middle and high school students than the parents of elementary school students and the parents of elementary school students also showed higher satisfaction level of school mathematics curriculum. parents have perceived the necessity of teaching and mathematics education to develop artificial intelligence or data analysis skills. It was also found that the parents of middle and high school students' participation experience in education had an effect on the satisfaction level of their children's math teacher's class preparedness. Parents perceived positively to how pragmatic mathematics curriculum can be and provided answers to what they wish in specific mathematics classes in learning methods and future mathematics learning. As this is for educational experts to consider much in-depth in the future, this study suggested the need for diverse parents' education related to mathematics including the expansion of mathematics education with parents' participation, the creation of a mathematics learning environment for future mathematics learning.

• Journal of Korean Elementary Science Education
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• v.43 no.3
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• pp.446-459
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• 2024

This study aims to examine the development and learning process of the argumentative abilities in elementary school students with regards to learning science. Toward this end, the SSI argumentation education program was implemented in conjunction with the science curriculum for sixth-grade students across 10 months. In this process, the scoring criteria in terms of formal and content aspects were developed and used to assess their argumentative text analysis and expression abilities. The results were as follows: First, the type of SSI influenced their ability to analyze argumentative texts. However, their formal and content aspects improved as learning progressed. Second, with regards to the formal aspect associated with the ability to express argumentative texts, reasons were initially most frequently cited. Over time, incorporating evidence to support these reasons and the use of rebuttal also increased. Third, in terms of content aspect, the level of use of all elements increased as learning progressed; however, level of acknowledgments and rebuttal elements exhibited a relatively slower progress. In summary, ability of the students to analyze and express argumentative texts improved as they increasingly gained experience in learning about argumentation. The study deduced that elementary school students can develop their argumentative abilities through appropriate learning support, such as teacher feedback, along with implementation of the SSI argumentation education program over an extended period. Based on these results, the study proposes the development of SSI materials and incorporation of SSI argumentative writing in the science curriculum.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.1
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• pp.47-61
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• 2022

In this study, We developed VR (Virtual Reality) geological resources based on the Geo Big Data of the Big Data platform that provided by the Korea Institute of Geoscience and Mineral Material (KIGAM). So students selected the theme of lessons by using these resources and we operated Remote classes using the materials that developed as to Virtual Reality. Therefore, the geological theme maps provided by the Geo Big Data Open Platform were reconstructed and produced materials were created for Study about Real Korean geological outcrops grounded in Virtual Reality. And Topographic information data was used to produce class materials for Remote classes. Twenty students were selected by Random sampling, and data were collected by conducting a survey including interviews to confirm the change in students' perception of remote classes in virtual reality geological data development and the effect of the classes, so data were analyzed through inductive categorization. The results of this study are as follows. First, students showed positive responses in terms of interest, utilization, and knowledge utilization as taking remote classes for developing geological data in virtual reality geological data. This is the result of showing the adaptability of diverse and flexible learning getting away from a fixed framework by motivating and encouraging students and inducing cooperation for communication. Second, students recognized distance education in the development of Virtual Reality geological data as 'Realistic hands-on learning process', 'Immersive learning process by motivation', and 'Learning process of acquiring knowledge in the field of earth science'.

• Journal of The Korean Association For Science Education
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• v.24 no.6
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• pp.1256-1271
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• 2004

The importance of science attitudes is more increasing in science education. Science attitudes may influence students' attainment, consistency and quality of classwork as well as their later views of science education and scientific occupations. According to the international comparative researches and longitudinal studies on Korean students' science attitudes, it has shown that the more grade, the less science attitude. This research was survey the science attitudes and learning environment variables, and then make a inquiry that causes of decline of science attitudes. To study this purpose, the participating students in this study will be selected from 3th to 11th grade. 6,925 participants were administered 3 times in questionnaires of science attitudes and learning environment variables during a year. The result of this study showed that science attitude got low after June. Science attitude was changed from 4th grade to 8th grade students. Science attitude much more decrease second semester than first semester, high school students' science attitude fell much. It was experience about science that cause the biggest effect in science attitude and other learning environment variables influence in science attitude change. Learning environment variables made different influence from students of increased and declined science attitude. As category that influence in science attitude, in elementary school were gender, area and grade, in middle school were grade and area, and in high school was area.