• The Journal of the Korea Contents Association
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• v.11 no.9
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• pp.315-322
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• 2011

Knowledge contents acquisition has received very little attention in the study of knowledge management, unlike knowledge sharing and utilization. For an organization to generate and preserve a competitive advantage, it is vital that its knowledge contents be acquired. This study analyzes, by quantitative approach of surveys, the degree of activities of knowledge contents acquisition for the employees of a local government organization. The results show that the employees of a local government are not aggressively involved in knowledge contents acquisition activities. Lessons and implications of this study for management leadership are presented.

• The Journal of the Korea Contents Association
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• v.13 no.11
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• pp.845-855
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• 2013

In today's knowledge-based industries, knowledge can be said to be a significant factor that has a decisive impact on corporate competitiveness. Recently, Korean construction companies have been going through a difficult period of time because of various negative domestic and foreign factors, such as economic decline and a continued sluggish domestic construction market, mainly due to the Korean government's real estate regulations and increasing competition from overseas companies with improved technologies. To help domestic construction companies navigate such an environment, this study empirically analyzes how the nature of corporate knowledge impacts the acquisition, transfer and deployment of knowledge within the organization of a company. Through such empirical analysis, we looked into how internal attributes of corporate knowledge affect the acquisition, transfer and application of such knowledge for domestic construction companies, with the application of the structural equation modeling (SEM). According to the results of this study, it is clear that the attributes of corporate knowledge have a significant impact on the acquisition, transfer and application of corporate knowledge, and therefore on the managerial performance of domestic companies.

• International Journal of Contents
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• v.12 no.4
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• pp.31-44
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• 2016

Knowledge creation and management are regarded as critical success factors for an organization's survival in the knowledge era. As a process of knowledge acquisition and sharing, organizational learning mechanisms (OLMs) guide the learning function of organizations represented by its different learning activities. We examined a variety of learning processes that constitute OLMs. In this study, we aimed to capture the process and framework of OLMs and knowledge sharing and acquisition. Factors facilitating OLMs were investigated at three levels: individual, group, and organizational. The concept of an OLM has received some attention in the field of organizational learning, however, the relationship among the factors generating OLMs has not been empirically tested. As part of the ongoing discussion, we attempted a systemic approach for OLMs. OLMs can be represented by factors that are inherent to the organization's system; therefore, prior to empirically testing the OLM generating factor(s), evaluation of its organizational integration is required to determine effective treatment of each factor. Thus, we developed a framework to manage knowledge and proposed a method to numerically evaluate factors influencing the OLMs. Specifically, composite importance (CI) of the Decision-Making Trial and Evaluation Laboratory (DEMATEL) method was applied to explore the interaction effect of these factors based on systemic approach. The augmented matrix thus generated is expected to serve as a stochastic matrix of an absorbing Markov chain.

• Journal of Intelligence and Information Systems
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• v.14 no.1
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• pp.67-84
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• 2008

This paper proposes a design and realization for the semantic search system. The proposed model includes three Architecture Layers of a Semantic Search System ; (they are conceptually named as) the Knowledge Acquisition, the Knowledge Representation and the Knowledge Utilization. Each of these three Layers are designed to interactively work together, so as to maximize the users' information needs. The Knowledge Acquisition Layer includes index and storage of Semantic Metadata from various source of web contents(eg : text, image, multimedia and so on). The Knowledge Representation Layer includes the ontology schema and instance, through the process of semantic search by ontology based query expansion. Finally, the Knowledge Utilization Layer includes the users to search query intuitively, and get its results without the users'knowledge of semantic web language or ontology. So far as the design and the realization of the semantic search site is concerned, the proposedsemantic search system will offer useful implications to the researchers and practitioners so as to improve the research level to the commercial use.

• International journal of advanced smart convergence
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• v.12 no.2
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• pp.34-46
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• 2023

A growing number of large scale knowledge graphs raises several issues how knowledge graph data can be organized, discovered, and integrated efficiently. We present a novel semantic-based mashup platform for contents convergence which consists of acquisition, RDF storage, ontology learning, and mashup subsystems. This platform servers a basis for developing other more sophisticated applications required in the area of knowledge big data. Moreover, this paper proposes an entity matching method using graph convolutional network techniques as a preliminary work for automatic classification and discovery on knowledge big data. Using real DBP15K and SRPRS datasets, the performance of our method is compared with some existing entity matching methods. The experimental results show that the proposed method outperforms existing methods due to its ability to increase accuracy and reduce training time.

• Korean Medical Education Review
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• v.19 no.3
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• pp.169-174
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• 2017

This study explores the phenomenon of learner reflection in writing. Sixty-nine reflection logs were submitted by students after medical interview role plays. Using thematic analysis methodology, the following three steps were carried out: (1) the entire contents of the logs were analyzed and coded, (2) the coded contents were reclassified and categorized into higher themes, and (3) all reflection logs were re-analyzed to derive the frequency according to their classifications. The learners' reflection contents were classified into 'preparation,' 'experience,' and 'future plan.' The levels of reflection were 'simple information and appreciation,' 'acquisition and application of knowledge,' and 'analysis and criticism.' The types of reflection were identified only at the level of 'analysis and criticism' and could be classified into 'relativization,' 'objectification,' and 'internalization.' Students' reflection levels were highest in the levels of 'acquisition and application of knowledge' (49.3%), and 'analysis and criticism' (37.7%). A total of 14.5% of the students showed 'internalization.' In order to enable internalized reflection at a critical level, instructional strategies to induce and promote reflection are needed.

• Journal of Industrial Convergence
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• v.18 no.1
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• pp.17-23
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• 2020

This study developed augmented reality contents for assembly of automobile engine parts for blended learning and confirmed the usefulness of educational effects through questionnaire.The curriculum for automobile engine assembly was designed and the shape, location, and assembly order of parts to be assembled according to each curriculum were developed as augmented reality contents. The AR simulations are combined with learner-centered collaborative activities so that students are actively involved in knowledge acquisition. The teachers' role, therefore, shifts. Rather than delivering direct instruction, they take on the role of facilitator, allowing them to personalize learning according to student performance, learning preferences and learning goals. As the responsibility of knowledge acquisition shifts to the students, higher level skills such as complex problem solving, social skills, process skills, systems skills and cognitive abilities are deepened and reinforced.

• Journal of Digital Contents Society
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• v.1 no.1
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• pp.103-110
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• 2000

The emergence of the new technologies, which are represented by multimedia and the internet, brings the tremendous change in respect of process, record, delivery, and transmission of the knowledge and information. The new digital contents made by these technologies help to improve the acquisition efficiency of the knowledge and information by directly and simultaneously stimulating humans' different senses. This paper concentrates on how the accumulated computer technologies such as multimedia and the Internet can be used to make the effective digital contents. This paper suggests four development method for the digital contents and gives the implemented example for each development method.

• Journal of Digital Contents Society
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• v.8 no.2
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• pp.121-127
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• 2007

For human beings, language is the most important means of communication. Bloom and Lahey see successful language development as an interaction between form, content, and use. Language knowledge is a social phenomenon produced in a socio-cultural environment through interaction. Teachers have traditionally concentrated on the structure of their student's writing rather than on the message. If writing is to be seen as an interactive social process between humans, it is the content which is responded to. Language acquisition could be a major problem for hearing-impaired children and their acquisition of written language is characteristically problematic. This study is to search the use of microcomputers in written conversational methods, which enable the hearing-impaired student to hear their conversations in a visual form and which usefully extend their written language learning opportunities.

• Journal of Digital Convergence
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• v.16 no.10
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• pp.453-463
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• 2018

This study investigated the effects of an Augmented Reality(AR) implemented book on flow of reading, interest in history, and acquisition of history knowledge. Perceptions of AR infused books were investigated as well. Researchers provided a history book implementing AR and the same book without any AR content respectively to an experiment group(n=15) and a control group(n=15) composed of $3^{rd}$ and $4^{th}$ grade elementary school children. Results indicate that AR implemented reading had a positive effect on the flow of reading and interest in history, but not on acquisition of history knowledge. Also, AR-based contents were attractive to learners due to its amusing characters, sound, realistic visual motions, and vivid three-dimensional effects. Lastly, students preferred amusing interesting characters, lengthier animations and subtitles, and AR that could be seen without holding smart devices for a long while.