• Journal of Korea Entertainment Industry Association
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• v.15 no.5
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• pp.163-173
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• 2021

This study tried to develop and implement a class model that can apply the teaching method that can operate learner-centered classes in university education to the class operation of the entire university, not individuals. For the development of the instructional model, the final model was derived through analysis of prior research, expert review, derivation of instructional model and design principles, pilot operation, primary questionnaire analysis, model and design strategy revision, and secondary questionnaire analysis. Shift_N⁺¹ class consists of 6 models, and each model was divided into 3 parts. It was a preliminary learning using video, a face-to-face class for question-and-answer and in-depth learning on the core content, and feedback and process evaluation for individual student. We have built our own computer system so that we can implement this every week. The teaching method model that can apply the learner-centered curriculum to all classes at the university was standardized. The Shift_N⁺¹ teaching method seeks to maximize the learner-centered learning effect by reflecting the characteristics of the subject, and to improve the quality of education by identifying students' achievements by week.

• Journal of Korean Home Economics Education Association
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• v.34 no.1
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• pp.35-57
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• 2022

This study developed an 'Eco-friendly Clothing Life Cycle' class applying gamification. And the effect of and learners' satisfaction on the class were examined after implementation. The developed class was applied to 40 sophomore students from "A" high school in Gyeonggi-do from February 3, 2022, to February 10, 2022, in a total of 4 sessions. The class was conducted in the stages of production-distribution-consumption-disposal, and was conducted in a way that a mission is solved after learning in Gather Town. It is designed so that learners continuously repeat learning until they accomplish the mission. The learners completed pre-class and post-class questionnaires. And a focus group interview was conducted with a randomly selected group of three learners. According to the pre-/post-class test comparison, the gamification class on the theme of "Eco-friendly Clothing Life Cycle" was found not to have a significant effect on learners' immersion or self-directed learning attitudes. However, in the case of the learners with high levels of non-immersion tendency, the level of immersion in the class increased, and the satisfaction level was positively associated with the level of immersion and self-directed attitude. Learners expressed 'concern' and 'expectation' about the gamification class, and said that although the developed class was using a 'new teaching method', 'appropriate use' was necessary. And learners were evaluated this class as a 'student-centered class' and acknowledged that it allowed 'self-directed learning'. The teacher who implemented the class said that this class was more effective in attracting students' expectations and interests compared to the conventional classes, and that the class in the meta-verse environment was perceived as a new type of class in the non-face-to-face era. The teacher also mentioned that when applied to the actual educational field, a detailed design is needed that allows the learners to proceed smoothly, and the role of the teacher in the class was more important. And the teacher also mentioned that the class should be properly designed so that the expectations given by the 'game' do not obscure the essence of the class.

• Journal of Practical Engineering Education
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• v.14 no.3
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• pp.535-541
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• 2022

Zoom has been most popularly used as a non-face-to-face online class tool since COVID19, but due to the recent spread of the metaverse, the use of the metaverse platform is increasing. In particular, since a metaverse platform 'Spatial' provides online classroom creation and various learning functions, and various interactions between instructors and learners or learners and learners are possible, it is highly likely to be used in university classes. Since Zoom and Spatial each have their own strengths and weaknesses for the purpose of class use, it is necessary to find out the strengths and weaknesses of each by comparing and analyzing the learner's experience in class use. In this study, a quantitative analysis of usability, immersion, and satisfaction and a qualitative analysis of individual opinions were performed in order to compare and analyze the learner's experience. SUS (System Usability Scale) was used for usability evaluation, and Magnitude Estimation method was used for immersion and satisfaction evaluation. Thirty-five people who had participated in classes using Zoom and Spatial participated as subjects in this study. Zoom was higher than Spatial at the significance level of 0.05 in usability and satisfaction. On the other hand, the immersion in class was higher in Spatial than in Zoom. Since Spatial provides online classroom creation and various learning functions, and provides various interactions and fun elements between instructors and learners or learners and learners, the immersion in classes was high. If the user interface and interaction of Spatial are improved in the future, it is judged that it can be used as an effective online teaching tool that can replace zoom in university classes.

• Journal of Dental Rehabilitation and Applied Science
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• v.20 no.2
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• pp.121-134
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• 2004

This article describes a clinical protocol for the conventional rehabilitation of patient diagnosed with partial anodontia. A combined dental therapy approach was used and included endodontic therapy and root capping on the maxillary central incisors, fabrication of a maxillary overdenture, and fabrication of mandibular konus overdenture supported by 3 konus abutments. Within this protocol, tooth-supported overdenture prostheses are used for 2 purposes: first, to obtain the most rigid retention and function at an established maxillary-mandibular relationship; and second, to continuously maintain function and esthetic appearance applying immediate dentures after teeth extraction. The idea behind this protocol and its associated clinical procedures is presented along with a discussion compared with implant therapy. In the case introduced, and after 7 years of observation, the therapy can be seen as a success. We increased the occlusal vertical height in this case, but it would be more appropriate to see this as recovering the occlusal vertical height that was lost. The process of increasing the occlusal vertical height, that is restoration of the face, modification of the extrinsic occlusion of the incisors, and retraction of the mandible is very difficult and important. Ultimately, class III malocclusion is fixed, adequate occlusal vertical height is gained, and the retracted posterior anodontial portion is restored by prosthodontic dentures based on the rigid support theory. The result of the therapy done on the later-achieved malocclusion with partial anodontia on the posterior portion must consider the following in order to maintain the safety of the esthetics of the tooth and face for a period of time: 1) occlusal restoration with an ideal occlusal vertical height, 2) allowance of the final occlusion induced by the functional relationship of the upper and lower jaw, 3)final occlusion functionally induced by the lip competence limit.

• The korean journal of orthodontics
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• v.20 no.3 s.32
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• pp.519-539
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• 1990

It is the aim of this study to observe the distribution of various facial types in class III malocclusion and to characterize the craniofacial features of the very facial types. Cephalometric headptates of a hundred and ten persons showing bilateral class III malocclusion whose mean age was 12.51 years and sixty nine persons of normal occlusion whose mean age was 12.23 years were measured and statistically analyzed. The following summary and conclusions were drawn. 1. Affording the bases for SNA and SNB, $35.45\%$ of sample showed normally positioned maxilla and protruded mandible, $30.00\%$ for retruded maxilla and normally positioned mandible, $15.45\%$ for retruded maxilla and protruded mandible, $10.90\%$ for both maxilla and mandible within normal range and $8.20\%$ for miscellaneous types were arranged in class III malocclusion. 2. $52.72\%$ of sample showed neutrodiveigent, $35.45\%$ for hyperdivergent and $11.81\%$ manifested hypodivergent mandible in class III malocclusion. 3. Providing the bases for facial and mandibular planes, $33.63\%$ of sample showed prognathic and neutrodivergent, $20.90\%$ for mesognathic and hyperdivergent, $17.27\%$ for prognathic and hyperdivergent and $15.45\%$ for mesognathic and neutrodivergent were arranged in class III malocclusion. 4. The class III malocclusion brought out shorter cranial base, smaller saddle angle, and larger articular and genial angle. It showed retropositioned maxilla and forward positioned mandible in spite of no significant differences in linear measurements of mandible. Anterior lower facial height was significantly larger in class III malocclusion, while posterior total facial and anterior total facial heights exhibited no significant differences. 5. It is suggested class III malocclusion was attributed to shorter cranial base, smaller saddle angle, maxillary deficiency and/or retrusion, mandibular excess and/or protrusion, excessive vertical growth of the anterior lower face, and their complex as well.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.15 no.9
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• pp.3102-3119
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• 2021

In the modern rapid growing web era, the scope of web publication is about accessing the web resources. Due to the increased size of web, the search engines face many challenges, in indexing the web pages as well as producing result to the user query. Methodologies discussed in literatures towards clustering web documents suffer in producing higher clustering accuracy. Problem is mitigated using, the proposed scheme, Semantic Conceptual Relational Similarity (SCRS) based clustering algorithm which, considers the relationship of any document in two ways, to measure the similarity. One is with the number of semantic relations of any document class covered by the input document and the second is the number of conceptual relation the input document covers towards any document class. With a given data set Ds, the method estimates the SCRS measure for each document Di towards available class of documents. As a result, a class with maximum SCRS is identified and the document is indexed on the selected class. The SCRS measure is measured according to the semantic relevancy of input document towards each document of any class. Similarly, the input query has been measured for Query Relational Semantic Score (QRSS) towards each class of documents. Based on the value of QRSS measure, the document class is identified, retrieved and ranked based on the QRSS measure to produce final population. In both the way, the semantic measures are estimated based on the concepts available in semantic ontology. The proposed method had risen efficient result in indexing as well as search efficiency also has been improved.

• Journal of Gifted/Talented Education
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• v.22 no.2
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• pp.291-315
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• 2012

This study try to analyze feature of model creation and model developing process for gifted students and the activity of students and teachers affected those processes in scientific model constructing class for phase change of moon. For this, I teach scientific model constructing class for science gifted students. I shoot video and record the voice for whole class and each group activity, have a face-to-face talk for selected group members, analyze the paper of activities. I reconstruct model creation and model developing process for each groups and each students, draw a influence that activity aspects of the students and role of the teacher affected modelling process based on those data. After analyzing, I find that discussion in the group contribute model creation and model developing process and developing process of each model changed according to the similarity between target model and first model. The more the students actively participate group activities, the more first model is diversified and final model is more elaborated. Also, the teacher influence model creation and developing process.

• Journal of the Korean Wood Science and Technology
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• v.47 no.1
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• pp.101-109
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• 2019

This paper examines the classification of five coniferous species, including larch (Larix kaempferi), red pine (Pinus densiflora), Korean pine (Pinus koraiensis), cedar (Cryptomeria japonica), and cypress (Chamaecyparis obtusa), using near-infrared (NIR) spectra. Fifty lumber samples were collected for each species. After air-drying the lumber, the NIR spectra (wavelength = 780-2500 nm) were acquired on the wide face of the lumber samples. Soft independent modeling of class analogy (SIMCA) was performed to classify the five species using their NIR spectra. Three types of spectra (raw, standard normal variated, and Savitzky-Golay $2^{nd}$ derivative) were used to compare the classification reliability of the SIMCA models. The SIMCA model based on Savitzky-Golay $2^{nd}$ derivatives preprocessing was determined as the best classification model in this study. The accuracy, minimum precision, and minimum recall of the best model (PCA models using Savitzky-Golay $2^{nd}$ derivative preprocessed spectra) were evaluated as 73.00%, 98.54% (Korean pine), and 67.50% (Korean pine), respectively.

• Communications of Mathematical Education
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• v.35 no.2
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• pp.173-191
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• 2021

This study noted that a survey of teachers in a leading study conducted in Korea during the Pandemics period pointed out that the "real-time interactive" classes account for a significantly small portion of the remote class format. Contentually, the study reported cases of developing and applying "real-time interactive" class materials based on "planar decision requirements" of high school mathematics subject geometry. The teacher who participated in the development was a math teacher who worked at a Seoul-based high school with 28 years of high school teaching experience, and a teacher who was in charge of geometry in the math department in 2020. The development teacher decided to develop real-time interactive classes. In particular, the materials were developed by organizing the class guidance plan in four stages: 'Meeting and Class Guidance', 'Giving motivation', 'Suggesting tasks', 'Individual Investigative Activities and Teacher Feedback' and 'Reflection and Evaluation' which were selected through the process of selecting the class contents and selecting online class tools. At this time, the development teacher produced and presented about five minutes of video material using the videooscribe, a whiteboard animation program. And in case of task number 8, it consisted of recording the students' free thoughts after class, which served as a role of assessment by students themselves and providing feedback to their teachers. This study is a case study that introduces a series of courses in which field teachers develop class materials, and in addition to presenting class materials that can be applied directly to classes, is a result of a study that focuses on the role of presenting samples for future class data development. The materials developed were verified as class materials based on the opinions of the students who participated in the class and the results of the evaluation commissioned by the three math teachers.

• International Journal of Computer Science & Network Security
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• v.21 no.12
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• pp.137-142
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• 2021

Distance learning universities provide online course content. The main methods of providing class contents are on-demand and live-streaming. This means that students are not restricted by time or space. The advantage is that students can take the course anytime and anywhere. Therefore, unlike commuting students, there is no commuting time to the campus, and there is no natural process required to take classes. However, despite this convenient situation, the attendance rate and graduation rate of distance learning universities tend to be lower than that of commuting universities. Although the course environment is not the only factor, students cannot obtain a bachelor's degree unless they fulfill the graduation requirements. In both commuter and distance learning universities, taking classes is an important factor in earning credits. There are fewer time and space constraints for distance learning students than for commuting students. It is also easy for distance learning students to take classes at their own timing. There should be more ease of learning than for students who commute to school with restrictions. However, it is easier to take a course at a commuter university that conducts face-to-face classes. I thought that the reason for this was that commuting to school was a part of the process of taking classes for commuting students. Commuting to school was thought to increase the willingness and motivation to take classes. Therefore, I thought that the inconvenient constraints might encourage students to take the course. In this research, I focused on the act of commuting to school by students. These situations are also applied to the distance learning environment. The students have physical time constraints. To achieve this goal, I will implement a course restriction method that aims to promote the willingness and attitude of students. Therefore, in this paper, I have implemented a virtual school system called "virtual go to school (VG2S)" that reflects the actual route to school.