• International Journal of Internet, Broadcasting and Communication
• /
• v.16 no.1
• /
• pp.163-168
• /
• 2024

Technologies that are considered to be a part of the fourth industrial revolution include holograms, augmented reality, and virtual reality. As technology advances, the industry's scale is growing quickly as well. While the development of technology for direct use is moving slowly, awareness of floating holograms-which are considered realistic content-is growing as the industry's scale and rate of technological advancement continue to accelerate. Specifically, holograms that have been incorporated into museums and exhibition spaces are static forms of content that viewers gaze at inertly. Additionally, their use in educational fields is very passive and has a low rate of utilization. Therefore, in order to improve usability from the viewpoint of viewers of realistic content, such as exhibition halls or museums, we introduce realistic content control technology in this study using a machine learning framework to recognize hands. It is anticipated that using the study's findings, manipulating realistic content independently will enhance comprehension of objects presented as realistic content and boost its applicability in the industrial and educational domains.

• The Journal of the Korea Contents Association
• /
• v.10 no.7
• /
• pp.429-437
• /
• 2010

As Web technology and functions have recently changed to a user-focused paradigm, new studies are being conducted to construct dynamic learning content that enables the learner's participation and continuous learning in the field of e-learning research and design. This paper covers a study on the degree of difficulty in learner-focused dynamic learning contents to provide efficient learning environments for its adaptation to e-learning 2.0. This study suggests DLA (Dynamic Level Adjustment) to provide learner-focused contents. The suggested system will be a guideline to control and adopt learning content that can be easily applied to the environmental change, and more in-depth future research can be performed by using the system. A dynamic learning content model was made to recognize various learning patterns of learners as a result of the performance evaluation.

• Journal of The Korean Association For Science Education
• /
• v.15 no.1
• /
• pp.104-115
• /
• 1995

Teachers' conception about the nature of science is considered to be an important factor to improve the students' conceptions of that. It is assumed that teachers' conception of the nature of science may be influenced by their views of learning. The first purpose of this study was to investigate the exploratory relationships between teachers' conceptions about the nature of science and their views of learning. The second one was to compare the their conceptions and views of learning before and after science education lectures during 1 semester. We administered the questionnaires for the nature of science and for constructivist's learning, respectively, consisted of 5 dimensions (relativism-positivism; inductivism- deductivism; decontextualism-contextualism; content-process; instrumentalism-realism) and of 6 aspects (student; learning; instruction; teacher; curriculum; evaluations) were administered to 57 pre-service elementary teachers (female=44; male=13) before and after lectures. In pre-test it was revealed that respondents had not the consistent conceptions about the nature of science. The conception of relativism was more dominant than those of positivism, deductivism than inductivism, decontextualism than contextualism, process than content and instrumentalism than realism. They had more constructivist views in the respect of process of learning than in other respects, that is, students, instruction, teacher, curriculum and evaluation. But no significant correlations between the dimensions of the nature of science and the aspects of the views of learning suggest that constructivst views of learning was not deeply related with their conceptions of the nature of science. In post-test we had similar results with those of the pre-test, but the process-content dimensions of the nature of science was correlated with the constuctivist views of learning. Therefore we concluded that elementary pre-service teachers had the constructivist views of learning which was isolated with their conceptions of the nature of science although they had science educations course. We need to develop the course to make the conceptions of the nature of science relate view of learning.

• The Journal of the Institute of Internet, Broadcasting and Communication
• /
• v.11 no.5
• /
• pp.193-201
• /
• 2011

This paper presents the holistic notion and model of an open social u-learning community, anchored with open content, providing an interactive online study group experience akin to sitting with study buddies on a world-wide campus quad. The interactive social u-learning community design helps conceptualize and maximize advantages of ubiquitous environment in learning. The model is enabled by state-of-the-art web technologies; real-time collaboration technologies for a highly interactive experience; intelligent recommender systems to help learners connect with relevant content and other learners; and mining and analytics to assess learner outcomes. Hence, u-learning design is highly scalable yet interactive and engaging.

• International Journal of Knowledge Content Development & Technology
• /
• v.5 no.2
• /
• pp.103-122
• /
• 2015

This study examined student satisfaction with e-learning experiences in order to determine which factors had the greatest impact on reports of satisfaction among students at Konkuk University. We surveyed 4,889 students enrolled in e-learning courses and analyzed 830 completed questionnaires to identify factors that influence student satisfaction with e-learning. Results showed significant correlations between system factors and satisfaction ($R^2=0.577$; p = 0.000). The system factor with the greatest impact on satisfaction was course attendance rate (0.224; p = 0.000).

• 한국정보교육학회:학술대회논문집
• /
• 2008.01a
• /
• pp.251-256
• /
• 2008

e-Learning은 시 공간의 제약 없이 교수자와 학습자간의 교육이 이루어진다는 장점이 있는 반면, 다양한 학습자의 요구를 만족시킬 만큼 충분한 학습 콘텐츠의 제작이 어렵다는 단점이 있다. 이러한 단점을 해결하기 위해 ADL(Advanced Distributed Learning)의 SCORM(Sharable Content Object Reference Modeling)의 표준에 따라 e-Learning의 학습 콘텐츠를 학습객체(Learning Object)로 제작하고, 이를 SCORM의 표준을 지원하는 LCMS(Learning Content Management System)를 이용하여 관리하려는 연구가 진행되고 있다. LCMS를 이용할 경우 학습 콘텐츠의 제사용성을 높이므로 학습 콘텐츠의 제작 및 관리가 무척 용이해진다는 장점이 있는 반면 탈맥락화된 학습 콘텐츠를 제작하기는 매우 어렵다는 단점을 가진다. 본 연구에서는 이러한 문제점을 해결하기 위해 버전관리 기법을 이용한 탈맥락화된 학습 콘텐츠에 대한 제작이 용이한 시스템을 연구했다.

• Educational Technology International
• /
• v.21 no.2
• /
• pp.155-191
• /
• 2020

The aim of this study was to examine the trends (e.g., the distribution of the studies by year, country, research methods, and participants' education level) and fundamental findings [e.g., interaction in Virtual Reality (VR) environments, educational content through VR and Augmented Reality (AR) technologies, learning environment in AR, etc.] regarding immersive learning technologies such as VR and AR in English Language Teaching (ELT) between 2010 and 2019. Employing a systematic review research methodology, data was gathered from 59 academic articles published in the following databases: EBSCOhost, ERIC, Web of Science, and Taylor & Francis. The studies were analyzed using a content analysis approach, and findings demonstrated that immersive learning technologies in ELT came to prominence in 2017. Mixed methods research was the most widely employed research method. The most studied language skill was vocabulary for AR and speaking for VR. The results also revealed advantages and challenges with regards to the use of immersive learning technologies in ELT. Further analysis illustrated the findings related to characteristics of immersive learning technologies in ELT. Based on this review, research and design implications for researchers and practitioners are presented.

• Research in Mathematical Education
• /
• v.25 no.1
• /
• pp.1-20
• /
• 2022

Collaborative learning has been highlighted as an effective method of teachers' professional development in various studies. To disclose teachers' discourse threads in the process of collaborative learning for developing their knowledge, this paper adopted two methods including "content analysis" and "time-sequential analysis" of learning analytics. Such analyses were implemented for mining teachers' updated knowledge and the discourse threads in the discussion during collaborative learning. The materials for analysis involved two aspects: one was from the video-taped lesson observation reports written by teachers before and after discussing, and the other was from their discourses during the discussion process. The results proved that teachers' knowledge for teaching the centroid of a triangle was updated in the collaborative learning period, and also revealed the discourse threads of teachers' collaboration contained "requesting information or opinions", "building on ideas", and "providing evidence or reasoning", with the emphasis on "challenging ideas or re-focusing talk"

• Journal of the Korean Society of Industry Convergence
• /
• v.25 no.4_2
• /
• pp.663-671
• /
• 2022

Practice through virtual reality can increase the educational effect regardless of time and place, and it is an educational method that is being pursued even in the situation of COVID-19. On the other hand, for VR-based education, related technology development and content development must be made, and experiential methods (flipped learning, blended learning, hybrid learning) must be provided in the educational process. The development scenario was developed with the contents of drone qualification test (ultra-light unmanned multicopter) and drone practice and the possibility of non-face-to-face self-directed learning (flipped learning, blended learning, hybrid learning). It is expected that the quality of vocational education related to drones and the effect of high education will be improved through the contents, and it is thought that it will be possible to suggest a direction for the development of various vocational education contents in non-face-to-face education.

• Journal of Engineering Education Research
• /
• v.27 no.4
• /
• pp.12-20
• /
• 2024

This study found that the use of the metaverse enabled two-way communication online, regardless of time and place, making it possible to achieve teaching and learning goals. As applied subject (Occupational ethics in science and engineering) that allow for curriculum activities using the metaverse, team activities, and Problem Based Learning (PBL) selected. This study selected the teaching method that combines team activities of in-class and metaverse depending on the team projects and applies them appropriately according to the class procedure. Basic theoretical content learning and team activities related to the class content were conducted during class time. Also In Gathertown, team projects were carried out through team activities. As a result, this study confirmed that the PBL-subjects curriculum are definitely possible through the progress of the metaverse activities. If the educational environment for metaverse activities and the instructor's preparation and participation are supported, a very high learning effect is expected.