• Journal of The Korean Association of Information Education
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• v.11 no.1
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• pp.59-66
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• 2007

This study is aimed at developing a curriculum in relation to programming learning by using robot, for it has been judged as a scientific learning tool to help elementary school children as well as gifted children among them improve their creativity. Based on this concept, teaching aids and materials were developed, and then applied to the locale of education, and results therefrom were analyzed ccordingly. Curriculum and contents of teaching aids were classified into two processes, i.e. the assembling process of robot to fit the varied problematic situations and the programming process (all six phases), and edited so much as to entice elementary school children to get interests and attentions to robot and programming by compiling the contents to suit their level of learning. Results from the evaluation of the application of robot education curriculum to the locale for learning revealed that it was a positive teaching tool that helped children improve their creativity. Also conclusions were derived from the analysis and evaluation that several aspects should be complemented as for teaching and learning tool to achieve the objective of excellence education.

• Journal of Korea Game Society
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• v.15 no.2
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• pp.53-62
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• 2015

This paper introduces an educational game development method for the purpose of designing game as part of school curriculum activities, base on experimental case of making history learning game for private elementary schools in Korea. Our first approach was to define a game as a educational learning tool like any other media and mediating platform such as smart phones or other applications. We regard user as a player, and students as a end user and decision making-customers. Unlike other game development process we brought service design methode to the development process, making a game platform that is specially designed for teachers' teaching tool, which is easy and effective to use to ther subject of teacher's intention. Based on our research case, we suggest educational games development methodology which can be better suited for games with school curriculum in learning environment.

• Communications of Mathematical Education
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• v.31 no.4
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• pp.457-485
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• 2017

The Self-reported Evaluation tool developed in this study allows the learners to check and evaluate their own learning by determining the details that are self-assessed. Also this tool allows learners to receive feedback on their self - evaluation results. In this study pre - post test was performed to investigate the effect of self - assessment on the learners' tendency of studying math. The result showed that Self-reported evaluation improved self - confidence, self - strategy on learning mathematics, and meta-cognitive ability. Also by conducting a qualitative analysis of the Self-reported evaluation, students practiced the cognitive activities such as summarizing the contents they have learned that day. They also tried to understand and improve the learning habit, attitude, and learning state. Teachers were also able to communicate with students by providing individual questions and feedback through student's individual Self-reported Evaluation.

• The Journal of Korean Association of Computer Education
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• v.14 no.1
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• pp.159-168
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• 2011

This study analyzed whether the ontology-based information-searching model affected the ability of students to effectively search for meaningful information to carry out their projects. The experiment results illustrated that the amount of relevant information sought by the ontology-based information retrieval (OIR) method was significantly greater than that of the existing information retrieval (EIR) method. In addition, the relevance rate of the bookmarked documents sought by the OIR method was significantly greater than that of the EIR method. Interviews showed that the OIR model was helpful for students to effectively find information and thus, it helped them to complete the project more easily. Furthermore, the OIR model was beneficial for them to understand the subordinate concepts and their relationships for an important learning concept. The results of this study indicate that the OIR model could be used as a supplementary learning tool for project-based learning.

• Journal of Korean Elementary Science Education
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• v.38 no.2
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• pp.173-190
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• 2019

The self-efficacy of pre-service teachers has been reported as a major factor in the instruction of the curriculum. In particular, considering the importance of science learning instruction for underrepresented students from the viewpoint of science education for all, pre-service elementary teachers' self-efficacy about science instruction for underrepresented students will be an important factor of science education for these students. The purpose of this study is to investigate the self-efficacy of pre-service elementary teachers in science instruction for underrepresented students. To this end, the science teaching and learning self-efficacy test tool (Lee & Im, 2010) was revised in accordance with the context of science teaching for underrepresented students into a total of 24 items using 5 Likert scales. Through using the test tool consists of 3 dimensions as Learning Efficacy, Teaching Efficacy and Outcome Expectancy, 81 pre-service elementary teachers were surveyed and the reliability of test tool was verified through factor analysis and assessing construct validity by using the responses. As a result of the analysis, setting 5 as the standard perfect score, the average score of self-efficacy per dimension was shown as 3.29 in Learning Efficacy, 2.89 in Teaching Efficacy, and 3.39 in Outcome Expectancy. We confirmed the tendency and difference of self-efficacy of the research objects according to their background factors in which direct and indirect experience relating to the science education for the underrepresented students. Also, we verified that pre-service elementary teachers' interest in science subject matter, teaching science and their perception of the value of science learning had significant relations with self-efficacy on science teaching for underrepresented students.

• International conference on construction engineering and project management
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• 2015.10a
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• pp.154-157
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• 2015

Construction industry still requires a lot of laborers to perform a project despite of advance in technologies, and improving labor productivity is an important strategy for successful project management. Since repetitive construction works exhibits learning effect, understanding laborers' learning phenomenon therefore allows managers to have improved labor productivity. In this context, previous research efforts quantified individual laborer's learning effect, though numerous construction works are performed in group. In other words, previous research about labor learning assumed that sum of individual's productivity is same as group productivity. Also, managers in construction sites need understanding about group learning behavior for dealing with labor performance problem. To address these issues, the authors investigate what variables affect laborers' group level learning process and develop conceptual model as a basic tool of productivity estimation regarding group learning. Based on the result of this research, it is possible to understand forming mechanism of learning within the group level. Further, this research may contribute to maximizing laborers' productivity in construction sites.

• Proceedings of the Korean Information Science Society Conference
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• 2011.06d
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• pp.28-31
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• 2011

최근 이러닝의 연구방향의 변화는 기존의 Courseware를 중심으로 한 LMS(Learning Management System)기반의 학습관리 위주의 기능에서 학습자의 학습행위를 보조하고 지원하기 위한 학습 환경의 제공으로 관심이 옮겨지고 있다. 기존 LMS에서는 여러 가지 문제점이 존재하고 있는데 학습자의 만족도를 높이기 위한 다양한 콘텐츠 수의 부족, 이종의 시스템간의 콘텐츠 재활용의 불가, 콘텐츠 단가의 하락으로 인한 고급의 콘텐츠 부재, 학습몰입도의 저하 등이 핵심이슈로 떠오르고 있다. 제안하는 시스템은 학습자들의 자기주도적인 학습을 가능하게 하는 다양한 학습도구를 제공하고 더불어 기반 플랫폼에 상관없이 이종의 시스템에서 모두 실행이 가능한 LTI 기반의 학습환경을 제공함으로써 학습자 스스로 학습계획과 교육 분야를 선택할 수 있어 스마트한 학습을 지원할 수 있다.

• Journal of dental hygiene science
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• v.20 no.4
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• pp.206-212
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• 2020

Background: A Teachable Machine is a kind of machine learning web-based tool for general persons. In this paper, the feasibility of Google's Teachable Machine (ver. 2.0) was studied in the diagnosis of the tooth-marked tongue. Methods: For machine learning of tooth-marked tongue diagnosis, a total of 1,250 tongue images were used on Kaggle's web site. Ninety percent of the images were used for the training data set, and the remaining 10% were used for the test data set. Using Google's Teachable Machine (ver. 2.0), machine learning was performed using separated images. To optimize the machine learning parameters, I measured the diagnosis accuracies according to the value of epoch, batch size, and learning rate. After hyper-parameter tuning, the ROC (receiver operating characteristic) analysis method determined the sensitivity (true positive rate, TPR) and specificity (false positive rate, FPR) of the machine learning model to diagnose the tooth-marked tongue. Results: To evaluate the usefulness of the Teachable Machine in clinical application, I used 634 tooth-marked tongue images and 491 no-marked tongue images for machine learning. When the epoch, batch size, and learning rate as hyper-parameters were 75, 0.0001, and 128, respectively, the accuracy of the tooth-marked tongue's diagnosis was best. The accuracies for the tooth-marked tongue and the no-marked tongue were 92.1% and 72.6%, respectively. And, the sensitivity (TPR) and specificity (FPR) were 0.92 and 0.28, respectively. Conclusion: These results are more accurate than Li's experimental results calculated with convolution neural network. Google's Teachable Machines show good performance by hyper-parameters tuning in the diagnosis of the tooth-marked tongue. We confirmed that the tool is useful for several clinical applications.

• Journal of Korean Neurosurgical Society
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• v.66 no.1
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• pp.53-62
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• 2023

Objective : Deep learning is a machine learning approach based on artificial neural network training, and object detection algorithm using deep learning is used as the most powerful tool in image analysis. We analyzed and evaluated the diagnostic performance of a deep learning algorithm to identify skull fractures in plain radiographic images and investigated its clinical applicability. Methods : A total of 2026 plain radiographic images of the skull (fracture, 991; normal, 1035) were obtained from 741 patients. The RetinaNet architecture was used as a deep learning model. Precision, recall, and average precision were measured to evaluate the deep learning algorithm's diagnostic performance. Results : In ResNet-152, the average precision for intersection over union (IOU) 0.1, 0.3, and 0.5, were 0.7240, 0.6698, and 0.3687, respectively. When the intersection over union (IOU) and confidence threshold were 0.1, the precision was 0.7292, and the recall was 0.7650. When the IOU threshold was 0.1, and the confidence threshold was 0.6, the true and false rates were 82.9% and 17.1%, respectively. There were significant differences in the true/false and false-positive/false-negative ratios between the anterior-posterior, towne, and both lateral views (p=0.032 and p=0.003). Objects detected in false positives had vascular grooves and suture lines. In false negatives, the detection performance of the diastatic fractures, fractures crossing the suture line, and fractures around the vascular grooves and orbit was poor. Conclusion : The object detection algorithm applied with deep learning is expected to be a valuable tool in diagnosing skull fractures.

• Korean System Dynamics Review
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• v.9 no.1
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• pp.33-56
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• 2008

With emphasis on the importance of systems thinking for the establishment of learning organization, Senge in his famous book "The Fifth Discipline", explains in depth four disciplines such as personal mastery, mental models, shared vision, team learning, which are all geared up to the implementation of learning organization. However, two critical pitfalls are found: First, a holistic picture is absent in his presentation of learning organization, which just seems like a puzzle with linking pieces missing between disciplines. Secondly, as is often the case too much details are discussed in expense of insights on each discipline. This paper thus attempts to draw core metaphysical insights underlying Senge's learning organization disciplines by reinterpreting them from oriental perspectives; and to identify mechanisms depicting how they are working together as a whole, which is enabled by exploiting causal loop diagrams as a tool of systems thinking. In addition some thoughts on the implications of systems thinking on each of the learning organization disciplines.