• Journal of Korean language education
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• v.25 no.1
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• pp.53-82
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• 2014

This study aims to find the method to promote interaction in L2 classrooms. Active interaction between learner-to-learner and learner-to-teacher in L2 classroom plays an important role in language acquisition. In light of this, L2 classroom would benefit with the help of learning tools such as Clickers which helps learners to express their level of understanding during the process of learning itself. This is because the anonymity of Clickers allows learners to express their needs without the social risks associated with speaking up in the class. It allows for an evaluative feedback loop where both learners and teachers understand the level of progress of the learners, better enabling classrooms to adapt to the learners' needs. Eventually this tool promotes participation from learners, This is in turn, believed to be effective in fostering classroom interaction, allowing learning to take place in a more comfortable yet vibrant way. This study is finalized by presenting the result of an experiment conducted to verify the effectiveness of this approach when teaching pragmatic aspect of the Korean expressions with similar semantic functions. As a result of the research, the learning achievement of learners in the experimental group was found higher than the learners' in a control group. Analyzing the data collected from a questionnaire given to the learners, the study presented data suggesting that this approach increased the scope of interactivity in the classroom, thus enhancing more active participation among learners. This active participation in turn led to a marked improvement in their communicative abilities.

• Proceedings of the Korea Information Processing Society Conference
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• 2008.05a
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• pp.296-299
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• 2008

E-Learning 환경에서 학습자에게 보다 정확한 맞춤형 교육 시스템을 제공하기 위하여 평가 문항 및 학습 문항의 난이도, 변별도 등과 같은 문항 정보 활용이 필요하다. 본 논문에서는 문항 난이도, 변별도의 수치를 메타데이터에 저장하고, 평가 문항 및 학습 문항을 저작할 수 있는 템플릿(Templates) 및 GUI(Graphical User Interface) 기반의 SMIL(Synchronized Multimedia Integration Language) 저작도구를 설계 구현 하였다. 구현한 시스템은 SMIL 문법을 모르는 교수자가 문항 난이도, 변별도를 메타데이터에 저장하고, 학습 문항을 쉽게 저작하는데 효율적이다. 또한 저작된 문항은 XML(Extensible Markup Language) 기반 메타데이터를 활용함으로서 다른 플랫폼과의 통합 관리 및 재사용에 용이하다.

• Proceedings of the Korean Society of Computer Information Conference
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• 2022.07a
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• pp.395-396
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• 2022

본 논문에서는 블록 프로그래밍 언어를 선행조직자로 하여 텍스트 프로그래밍 언어를 학습하는 도구 활용 전략을 연구하였다. 텍스트 프로그래밍 언어는 파이썬이며, 블록 프로그래밍 언어는 엔트리, 활용하는 도구는 주피터 노트북으로 선정하였다. 주피터 노트북을 활용한 블록 프로그래밍 언어 선행조직자 학습 전략은 code cell에 IPython.display.IFrame 클래스를 활용하여 결과 창에 엔트리 작업환경을 불러와 선행조직자로 제시하여 엔트리를 학습 후 code cell에서 파이썬으로 학습한다. 주피터 노트북을 통해 블록 프로그래밍 언어를 선행조직자로 제시 후 텍스트 프로그래밍 언어를 제시함으로써 텍스트 프로그래밍 언어를 학습할 때 인지적 부담을 줄어들고 긍정적 전이가 일어나 효과적인 학습이 될 것으로 기대된다.

• 한국정보교육학회:학술대회논문집
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• 2011.01a
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• pp.23-28
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• 2011

It is possible to solve many structural problems such as the occurrence of a lot of errors involving misspelling which may occur during the learning of existing programming language, difficulty in grammatical expression and understanding, and difficulty in the expression of algorithm if the program learning tool of the department of computer education in a college of education is utilized as an educational robot. This study developed a learning model (curriculum and a textbook) so that students who major in computer education may easily learn programming by using the NXT software of a Mindstorms robot.

• Journal of the Korea Society of Computer and Information
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• v.21 no.1
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• pp.191-198
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• 2016

This paper aims to present how to design and implement a multimedia tutorial system for the self-learning French language using Director with additional tools. To implement a multimedia tutorial system we need to design several steps. First, we should choose the level of the users and design tutorial. Second, we should prepare all materials such as sounds, graphics, text and video. Finally, we should implement the selected elements and control the educational software. Due to the nature of the paper, it must emphasize French basic conversation to make environment that be used in each scene and the scene of the context dialog. In view of the fact that the fitness of each content utilization field of multimedia authoring tool is high, it is possible as part of the system sizing process of the manufacturing process, to impart its meaning. This learning-contents are composed of 10 units each situation, and we anticipate there are the several effects of this system on basic French students. This system helps lecturer get French students interested in lessons, and enables learner to learn French of the role of iterative practice by linking image and sound. Also this system helps learners to prepare and review French studying after a lesson and allows leaners to maximize their efficiency. The future of this work is to implement this system on the app.

• International Journal of Contents
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• v.17 no.2
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• pp.65-76
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• 2021

The aim of this study was to explore the use of Google Classroom as a learning management system for College English. The study targeted 34 university students. They took part in various activities, such as writing reactions to video lectures, peer-editing essays, and recording video presentations, et cetera. For the study, a t-test was conducted to evaluate the English development of the students. The two essays that each student wrote were used as the data sources. The result (t=-5.854, p=.000) indicated an improvement in their English writing proficiency. In addition, a survey was conducted to gather students' feedback regarding their perceptions towards the course. The study covered five aspects of their experience: Google Classroom, language development, Quizlet, classroom experience, and essay-writing experience. From the results, students indicated a positive response to the program. The use of Google Classroom in an online learning setting accomplishes two things; it helped the students in the development of their English proficiency, and provided activities that students find interesting, which in turn stimulates their self-learning spirit.

• Journal of Digital Convergence
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• v.11 no.5
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• pp.423-428
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• 2013

This paper is to suggest how to apply smartphone application making for literature class as a learning tool. New specialists in literature are not satisfied with the traditional learning methods for the acquisition of theoretical knowledge any more. They try to learn the making process of smartphone application using app writing tools to meet their attention and needs. As a result, they can experience "deterritoriatization" of their major. Such a new learning method not only makes the learners build up their literary knowledge, but also plays a part to meet their needs to make it reality as a practical method that satisfies their learning needs. On this basis, there can be a possibility for literature to be the important resource of the contents development for mobile application.

• The Journal of the Korea Contents Association
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• v.7 no.2
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• pp.142-149
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• 2007

In existing educational systems, it is impossible to synchronize multimedia contents and it is required additional client applications. SMIL(Synchronized Multimedia Integration Language) is based on XML which allows to arrange multimedia objects temporally and spatially, and it can represent multimedia effectively on Web browsers. It is possible to serve the high-quality multimedia on Web browsers by applying SMIL to the previous Web-based educational contents without any client applications. In this paper, we propose the method of developing multimedia educational contents applied by SMIL, and design an authoring tool with a function of transforming SMIL documents to XHTML documents. The tool allows common users to use easily without any plug-ins or applications.

• The Journal of the Convergence on Culture Technology
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• v.5 no.4
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• pp.183-189
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• 2019

The purpose of this study is to investigate the effects of mobile phone use on university students' English reading achievement and consider the value and effectiveness of mobile phones as a learning tool. The study's subjects were students from a university in Seoul, who were divided into an experimental group (n=37) and a control group (n=43). The experimental group used various mobile phone functions-such as searching, recording, taking photos, using mobile apps, and community uploads-in reading class. The control group, on the other hand, focused on students' presentations and the professor's explanations. Two achievement tests and an open-ended questionnaire were administered. The results revealed that the experimental group scored higher than the control group, which showed a significant difference. In addition, the positive impacts of mobile phone use as reported in the questionnaire were interest and motivation, self-directed learning, and continuous learning beyond time and space. In order to foster efficient second language teaching and learning, learners and also teachers must be aware of the potential value of mobile phones as a learning tool. To encourage more active mobile phone use in the classroom, diverse and interesting class activities using mobile phones should be developed.

• The Journal of the Convergence on Culture Technology
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• v.8 no.5
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• pp.489-495
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• 2022

It makes difference to LSTM D/L(Deep Learning) results for language model construction as the corpus preprocess changes. An LSTM model was trained with a famouse literaure poems(Ki Hyung-do's work) for training corpus in the study. You get the two wordvector sets for two corpus sets of the original text and eraised word ending text each once D/L training completed. It's been inspected of the similarity/analogy operation results, the positions of the wordvectors in 2D plane and the generated texts by the language models for the two different corpus sets. The suggested words by the silmilarity/analogy operations are changed for the corpus sets but they are related well considering the corpus characteristics as a literature work. The positions of the wordvectors are different for each corpus sets but the words sustained the basic meanings and the generated texts are different for each corpus sets also but they have the taste of the original style. It's supposed that the D/L language model can be a useful tool to enjoy the literature in object and in diverse with the analysis results shown in the study.