• Journal of Elementary Mathematics Education in Korea
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• v.15 no.2
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• pp.385-415
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• 2011

To investigate the more effective mathematical communication process, a recommended teacher and a selected class as an exemplary model was analyzed with Flanders system. The mathematical communicative level was examined to measure content level using the framework analysing the mathematical communicative level(Park & Pang) based on describing levels of math-talk learning community(Hufferd-Ackles). The purposes of this paper are to describe the verbal flow pattern between teacher and students in the elementary school class for mathematically gifted students, and to propose the effective communication model of math-talk with analysis of verbal teaching behavior in the active class. In addition the whole and the parts of the exemplary class sample is respectively analysed to be used practically by elementary school teachers. The results show the active communication process with higher level presents a pattern 'Ask Question${\rightarrow}$Activity (Silence, Confusion or work)${\rightarrow}$Student-Initiated Talk${\rightarrow}$Activity (Silence, Confusion or work), and the teacher's verbal behavior promoting math communication actively is exhibited by indirect influence especially accepting or using ideas.

• The Journal of Korean Association of Computer Education
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• v.18 no.4
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• pp.31-40
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• 2015

The objective of this study is to develop and implement a smart device based instructional analysis application to enhance the efficiency of teaching in class. The main design features for this application are as follows: first, User Interface(UI) has been simplified to provide teachers a clear and easy-to-understand way to utilize the application. Second, the characteristics of Korean language were considered, such as sentence structure. Third, multi-aspect analysis is possible through adopting three analysis types - Flanders' interaction analysis, Tuckman's analysis, Mcgraw's concentration of instruction analysis. The practical instructional analysis application has been developed through this study, and this user-oriented application will be able to help teachers improve the quality of teaching in class. Also, this study can be a starting point for further researches on design principles of instructional analysis, especially with the recent technology and theories, such as a voice-recognition system, an edutainment applied instruction and an experiential learning.

• The Journal of Korea Robotics Society
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• v.19 no.1
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• pp.16-22
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• 2024

Robotic grasping in unstructured environments poses a significant challenge, demanding precise estimation of gripping positions for diverse and unknown objects. Generative Grasping Convolution Neural Network (GG-CNN) can estimate the position and direction that can be gripped by a robot gripper for an unknown object based on a three-dimensional depth map. Since GG-CNN uses only a depth map as an input, the precision of the depth map is the most critical factor affecting the result. To address the challenge of depth map precision, we integrate the Segment Anything Model renowned for its robust zero-shot performance across various segmentation tasks. We adjust the components corresponding to the segmented areas in the depth map aligned through external calibration. The proposed method was validated on the Cornell dataset and SurgicalKit dataset. Quantitative analysis compared to existing methods showed a 49.8% improvement with the dataset including surgical instruments. The results highlight the practical importance of our approach, especially in scenarios involving thin and metallic objects.

• Journal of Acupuncture Research
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• v.40 no.1
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• pp.44-52
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• 2023

Background: Previous studies have investigated technology-aided needling training systems for acupuncture on phantom models using various measurement techniques. In this study, we developed and validated a vision-based needling training system (noncontact measurement) and compared its training effectiveness with that of the traditional training method. Methods: Needle displacements during manipulation were analyzed using OpenCV to derive three parameters, i.e., needle insertion speed, needle insertion angle (needle tip direction), and needle insertion length. The system was validated in a laboratory setting and a needling training course. The performances of the novices (students) before and after training were compared with the experts. The technology-aided training method was also compared with the traditional training method. Results: Before the training, a significant difference in needle insertion speed was found between experts and novices. After the training, the novices approached the speed of the experts. Both training methods could improve the insertion speed of the novices after 10 training sessions. However, the technology-aided training group already showed improvement after five training sessions. Students and teachers showed positive attitudes toward the system. Conclusion: The results suggest that the technology-aided method using computer vision has similar training effectiveness to the traditional one and can potentially be used to speed up needling training.

• Journal of The Korean Association of Information Education
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• v.19 no.1
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• pp.113-126
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• 2015

This study intends to investigate the features and the difference between traditional instruction and flipped learning through a comparative analysis of verbal interaction on those learning method. The videos of traditional instruction and flipped learning of 5th graders social class were recorded and transcribed, which were analyzed in Flanders verbal interaction model. The results were as follows: First, the flipped learning is composed of students' learning activity and a teacher's statement properly, while the traditional instruction consists of a teacher's statement mostly. Second, the traditional instruction tends to be directive classes that full of dominant, despotic, restrictive communication of teacher oriented. In contrast, the flipped learning is inclined to be nondirective with integrated, democratic, comprehensive, permissive communication of students oriented. Third, the flipped learning emphasizes students' activities and statement and reduces delivery of knowledge, meanwhile, the traditional instruction stresses delivery of content that the teacher centrally located. Lastly, the type of verbal interaction in traditional instruction is a one-way communication, students responding simply in teacher's lectures and questions. On the other hand, in flipped learning lessons, more interactive communication occurs, teachers complimenting students and accepting their comments.