• Proceedings of the KIEE Conference
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• 2002.07d
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• pp.2622-2624
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• 2002

This paper presents a virtual laboratory system which can be creating efficiencies in the learning process. The proposed virtual laboratory system for digital logic circuits provides interactive learning environment under which the multimedia capabilities of world-wide web can be enhanced. The virtual laboratory system is implemented to describe the on-campus laboratory, the learners can obtain similar experimental data through it. The virtual laboratory system is composed of four important components: principle classroom simulation classroom, virtual experiment classroom and management system. The database connectivity is made by PHP and the virtual laboratory environment is set up slightly differently for each learner. Learning efficiencies as well as faculty productivity are increased in this innovative teaching and learning environment.

• Journal of Korean Society of Industrial and Systems Engineering
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• v.32 no.4
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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.

• Journal of Korea Society of Digital Industry and Information Management
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• v.11 no.3
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• pp.179-200
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• 2015

Recent national policies National Competency Standards(NCS) to develop teaching-oriented education in the field of industry and learning is taking place. Plan to take advantage of the Internet and multimedia classes, information and communication technology (ICT) for ways to leverage the integration appearing in various forms. The purpose of this study is causal influence on the ARCS motivation theory can determine the basic psychology of human motivation factors and the desires of a typical human nature theory dealing with the psychological needs of interactivity and immersion is learning achievement and learning transfer and to validate the demonstration. By applying information and communication technology sector in the development of learning in information and communication equipment training program modules from a field study conducted at the NCS with a clear empirical and empirical research through the synchronization to the learner and to explore the possibility of generalization.

• Journal of Convergence for Information Technology
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• v.10 no.12
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• pp.9-14
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• 2020

Currently, NTIS (National Technology Information Service) is building an interactive search service based on artificial intelligence technology. In order to understand users' search intentions and provide R&D information, an interactive search service is built based on deep learning models and morpheme analyzers. The deep learning model learns based on the log data loaded when using NTIS and interactive search services and understands the user's search intention. And it provides task information through step-by-step search. Understanding the search intent makes exception handling easier, and step-by-step search makes it easier and faster to obtain the desired information than integrated search. For future research, it is necessary to expand the range of information provided to users.

• International Journal of Fuzzy Logic and Intelligent Systems
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• v.6 no.4
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• pp.282-287
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• 2006

This paper presents an original feature selection method for Emotion Recognition which includes many original elements. Feature selection has some merits regarding pattern recognition performance. Thus, we developed a method called thee 'Interactive Feature Selection' and the results (selected features) of the IFS were applied to an emotion recognition system (ERS), which was also implemented in this research. The innovative feature selection method was based on a Reinforcement Learning Algorithm and since it required responses from human users, it was denoted an 'Interactive Feature Selection'. By performing an IFS, we were able to obtain three top features and apply them to the ERS. Comparing those results from a random selection and Sequential Forward Selection (SFS) and Genetic Algorithm Feature Selection (GAFS), we verified that the top three features were better than the randomly selected feature set.

• Journal of Power Electronics
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• v.2 no.4
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• pp.258-267
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• 2002

This paper presents the principal features of the software modules developed to provide an interactive teaching/learning environment in Power Electronics that can be used by educators and students. The software modules utilize an object oriented programming LabVIEW that provides a highly flexible graphical user interface. The paper highlights the principal features the software components and illustrates a number of highly interactive graphical user interfaces of selected Power Electronics circuits and systems.

• 한국HCI학회:학술대회논문집
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• 2008.02a
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• pp.168-173
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• 2008

Recently, many researchers have studied on agent-based edutainment systems to improve students' learning experience. In this paper, we present AR Gardening which makes users experience interactive flower gardening with a bluebird, a learning companion agent, squatting in an augmented picture. The proposed system augments the animated bluebird to support interactive edutainment experiences. The bluebird perceives users' actions as well as environmental situations. It then appraises situational information to provide participants with problem-solving guidelines. Moreover, the bluebird responds like a companion than an instructor through anthropomorphic expression. To demonstrate our work, we exhibited the implemented AR Gardening and reviewed participants' responses to the system. In this exhibition, we could find that the learning companion-like bluebird helped users experience how to properly grow the flower in our educational setting. Ultimately, we expect that an augmented peer learning agent is one of the key factors for developing effective edutainment applications.

• Journal of Power Electronics
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• v.2 no.4
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• pp.250-257
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• 2002

This paper introduces the Interactive Power Electronics Seminar - iPES - a new software package for teaching of fundamentals of power electronic circuits and systems. iPES is constituted by HTML text with Java applets for interactive animation, circuit design and simulation and visualization of electromagnetic fields and thermal issues in power electronics. It does comprise an easy-to-use self-explaining graphical user interface. The software does need just a standard web-browser, i.e. no installations are required. iPES can be accessed via the World Wide Web or from a CD-ROM in a stand-alone PC by students and professionals. Due to the underlying software technology iPES is very flexible and could be used for on-line learning and could easily be integrated into an e-learning platform. The aim of this paper Is to give an introduction to the iPES-project and to show the different areas covered. The e- learning software is available at no costs at $\underline{www.ipes.ethz.ch}$ in English, German, Japanese, Korean, Chinese and Spanish. The project is still under development and the web page is updated in about 4 weeks intervals.

• Educational Technology International
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• v.7 no.1
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• pp.1-20
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• 2006

This paper describes practical research on the improvement of teaching and learning process by integrating Web Bulletin Board (WBB) and mobile phone. This paper addresses three topics; A) the interactive lecture with topics-based discussions using the Web Bulletin Board (WBB) as a tool for assisting discussion, B) the introduction of peer evaluation among students to develop their problem-solving and cognitive skills, C) the use of mobile phones for promoting interactive lectures, keeping class attendance, conducting assignments, and providing notices for the next class. Results indicated the following research-findings: (1) WBB plays a role in facilitating positive participation in classes. (2) In contrast to the scenario of the traditional mode of instruction (without the usage of WBB), students were able to deepen their understanding of the theme by accessing the WBB before and after classes. (3) Peer evaluation highly promoted students' motivation to learn, and was effective in cultivating meta-cognition through modeling. (4) Mobile phone was identified as a highly effective tool for keeping class attendance, realizing interactive classes by generating discussions, and managing assignments and homework.

• Journal of the Korea Convergence Society
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• v.12 no.3
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• pp.107-114
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• 2021

The purpose of this study is to investigate whether there is a difference in the effect of learning flow and teaching presence according to the lecturer's appearance and students' behavioral patterns in video learning. For this experiment, 183 freshmen from Xingtai University in China were selected as subjects. After being classified according to DISC, students were assigned to study the lecture videos with the appearance of the lecturer and the video without the appearance of the lecturer. After testing the level of their learning flow and teaching presence, the differences between groups were analyzed. According to the results of the analysis, the learning flow and teaching presence of groups who learned the videos in which the lecturer appeared were significantly higher than the groups who learned the videos without the appearance of the lecturer. Second, the effects of whether the lecturer appears or not according to DISC on learning flow were significant. However, the effects of DISC, and the interactive effect of DISC and the lecturer appearance were found to have no significant interactive effect on learning flow. Third, the effects of whether the lecturer appears or not according to DISC on teaching presence were significant, and the effects of DISC on teaching presence were not significant, but the interactive effect of lecturer appearance and DISC was significant. These findings suggest that lecture videos with the appearance of the lecturer generally have better effect. In particular, in order to enhance teaching presence, it is effective to decide whether the lecturer appears or not by considering its interactive effects with learners' DISC.