• Journal of The Korean Association of Information Education
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• v.16 no.3
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• pp.363-371
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• 2012

This study examined the cognitive consequences of constructivist teaching practices on the acquisition and transfer of programming with respect to the design of an instructional context that would encourage students to engage in reflective thought; the cognitive consequences of learning in the constructivist context; and the relation between the social and the individual in the teaching and learning process of programming. Students worked on a variety of programming and design problems in constructivist instructional contexts. The results indicated that between-group differences over repeated measures consistently favored students in reflective instruction. Rather than simple differences on measures, the pattern of mean differences over time conformed to a chain of cognitive consequences regulating the acquisition of programming. The implications of the study and suggestions for future research were discussed.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.14 no.12
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• pp.2691-2697
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• 2010

Shader instructions and Compiler are designed for supporting 3D graphic shader 3.0 API. Variable-length instructions are proposed to reduce the size of hardware of graphic processor in SIMD structure by shortening the length of instructions. The designed shader compiler supports variable and two phased structured instructions, and can be programmable at ESSL level. Conformance Test proposed by Khronos group is accomplished to verify the design result of instructions and complier. The test result shows overall average 37% performance improvement at the 16 functions of basic GL shader.

• International Journal of Contents
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• v.13 no.4
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• pp.1-11
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• 2017

This paper studies the effect of flipping the classroom in undergraduate physics classes using English as the medium of instruction (EMI). Data on student use of learning strategies, course satisfaction level and perceptions of the flipped classes were collected through a survey including close-ended and open-ended questions. The sample size was 71 students in flipped classes, with 60 students in non-flipped classes used as a control group (total N=131). It was found that students in the flipped classes showed greater intrinsic goal orientation (p<.05), control of learning beliefs (p<.05), and use of critical thinking (p<.01) than those in the non-flipped classes. While the survey highlighted problems of student engagement with the pre-class activities, students who had previous experience with online classes committed more time to pre-class, suggesting that engagement may improve with exposure to blended learning. It is concluded that the flipped classroom helps students develop their identities as self-directed learners, but that more support is necessary for weaker students in the EMI context. Implications are drawn for the content design of flipped EMI classrooms.

• Research in Mathematical Education
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• v.25 no.4
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• pp.285-309
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• 2022

A large body of previous studies investigated mathematical tasks by analyzing the design process prior to lessons or textbooks. While researchers have revealed the significant roles of mathematical tasks within written curricular, there has been a call for studies about how mathematical tasks are implemented or what is experienced and learned by students as enacted curriculum. This article proposes a mathematical task analytic framework based on a holistic definition of tasks encompassing both written tasks and the process of task enactment. We synthesized the features of the mathematical tasks and developed a task analytic framework with multiple dimensions: breadth, depth, bridging, openness, and interaction. We also applied the scoring rubric to analyze three multiplication tasks to illustrate the framework by its five dimensions. We illustrate how a series of tasks are analyzed through the framework when students are engaged in multiplicative thinking. The framework can provide important information about the qualities of planned tasks for mathematics instruction (proactive) and the qualities of implemented tasks during instruction (reactive). This framework will be beneficial for curriculum designers to design rich tasks with more careful consideration of how each feature of the tasks would be attained and for teachers to transform mathematical tasks with the provision of meaningful learning activities into implementation.

• ETRI Journal
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• v.27 no.5
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• pp.491-496
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• 2005

An application specific processor for an H.264 decoder with a configurable embedded processor is designed in this research. The motion compensation, inverse integer transform, inverse quantization, and entropy decoding algorithm of H.264 decoder software are optimized. We improved the performance of the processor with instruction-level hardware optimization, which is tailored to configurable embedded processor architecture. The optimized instructions for video processing can be used in other video compression standards such as MPEG 1, 2, and 4. A significant performance improvement is achieved with high flexibility. Experimental results show that we could achieve 300% performance for the H.264 baseline profile level 2 decoder.

• Proceedings of the Korea Association of Information Systems Conference
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• 2004.05a
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• pp.72-87
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• 2004

This study looks at the influential factors of cyber education in order to create a cyberspace where the public official can obtain information at a place and time convenient to them. This will provide a chance to activate cyber education effectively. The results of the study show the influential factors of education effect as follows: - the instruction design and contents factors such as interesting educational contents, interaction between learners and teacher, and positive instruction, a31 had an important influence. - the learner factors, such as a desire to learn, motivation, and interest in the lesson, also had a significant influence. - the environmental factors such as systematical basis and support, atmosphere, and consideration of others had a large effect on the education effect.

• JSTS:Journal of Semiconductor Technology and Science
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• v.17 no.3
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• pp.333-340
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• 2017

In this paper, we describe HW/SW co-optimizations for reconfigurable application specific instruction-set processors (ASIPs). Based on our previous very long instruction word (VLIW) ASIP, the proposed framework realizes various forward error-correction (FEC) algorithms for wireless communication systems. In order to enhance the energy efficiency, we newly introduce several design methodologies including high-radix algorithms, task-level out-of-order executions, and intensive resource allocations with loop-level rescheduling. The case study on the radix-4 turbo decoding shows that the proposed techniques improve the energy efficiency by 3.7 times compared to the previous architecture.

• Speech Sciences
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• v.9 no.3
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• pp.99-112
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• 2002

The purpose of the present study was to investigate the effectiveness of self-monitoring on spontaneously initiating speech behavior of the hearing-impaired preschoolers. Three hearing-impaired preschoolers were selected from a special school for the deaf. They showed some vocalizations and words under intensive instruction settings, but never spontaneously spoke as a means of communication. Multiple probe design was applied in this study. During the self-monitoring intervention, each child was trained to assess whether his own initiating speech behavior was occurred or not, and then record his own behavior's occurrence on the self-recording sheets and self-graphing sheets. The vibration of handphone was used as a tactile cue for self-monitoring. The results of the present study were as follows: (1) self-monitoring significantly increased the percentage of occurrence of spontaneously initiating speech behaviors. (2) Increased level of spontaneously initiating speech behavior were generalized into another natural instruction (cognitive) settings. (3) Increased level of spontaneously initiating speech behavior were maintained after four weeks from the termination of the intervention.

• IEIE Transactions on Smart Processing and Computing
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• v.4 no.5
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• pp.366-370
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• 2015

This paper proposes a method for improving a branch predictor for the extendable instruction set computer (EISC) processor. The original EISC branch predictor has several shortcomings: a small branch target buffer, absence of a global history, a one-bit local branch history, and unsupported prediction of branches following LERI, which is a special instruction to extend an immediate value. We adopt a G-share branch predictor and eliminate the existing shortcomings. We verified the new branch predictor on a field-programmable gate array with the Dhrystone benchmark. The newly proposed EISC branch predictor also accomplishes higher branch prediction accuracy than a conventional branch predictor.

• Journal of Korea Society of Industrial Information Systems
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• v.6 no.3
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• pp.35-43
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• 2001

This thesis proposes a diagnostic formula for student's responses based on linguistic variable concept of fuzzy that makes domain expert to input the kernel elementeasily that constructs domain independent student module. And the domain expert can construct the rule with linguistic variable that is used to inference student's recognition state. This study designs a student module that can inference student's recognition state using this rule represented by linguistic variable.