• Journal of The Korean Association For Science Education
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• v.30 no.8
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• pp.1031-1043
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• 2010

The purpose of this study was to develop the brain compatibility index equation for the brain-based analysis method of science teaching-learning program. To develop the index equation, one sample unit in middle school science programs was selected and analyzed by the brain-based analysis frame (CORE Brain Map). Then, the index equation was derived by the CORE Brain Map. In addition, four sample units in elementary science programs were selected to validate the brain compatibleness index equation. From the random network theory of Erdos and Renyi, this study derived the brain compatibility index equation; (BCI=$\frac{L_o}{11(N_o-1)}{\cdot}{\sum}\limits_{i=1}^4l_iw_i$) for quantitative analysis of science teaching-learning program. With this equation, this study could find the quantitative difference among the teaching-learning programs through the unit and curriculum. Brain-based analysis methods for the qualitative and quantitative analysis of science teaching-learning program, which was developed in this study is expected, to be a useful application to analyze and diagnose various science teaching-learning programs.

• Journal of information and communication convergence engineering
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• v.22 no.1
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• pp.23-32
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• 2024

This study aims to improve the quality of distance learning by developing webcast-based e-learning media and integrating it into an e-learning platform for functional job training purposes at the National Research and Innovation Agency, Indonesia. This study uses a Technology Acceptance Model (TAM) to assess and predict user perceptions of information systems using webcast platforms as an alternative to conventional applications. The research method was an online survey using Google Forms. Data collected from 136 respondents involved in practical job training were analyzed using structural equation modeling to test the technology acceptance model. The results showed that the proposed model effectively explained the variables associated with the adoption of web-based e-learning during the COVID-19 pandemic in Indonesia for participants engaged in functional job training. These findings suggest that users' perceptions of ease of use, usefulness, benefits, attitudes, intentions, and webcast usage significantly contribute to the acceptance and use of a more effective and efficient webcast-based e-learning platform.

• Journal of the Korean Data and Information Science Society
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• v.24 no.1
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• pp.63-72
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• 2013

This study it to verify the validity of Korean version of DELES (distance education learning environment survey) and analyze its relationship with learning achievement and distance education satisfaction. The target population of this study is students of K cyber university and a total of 254 cases are used for the analysis. Exploratory and confirmatory factor analysis is applied to verify 6 factors of DELES and structural equation analysis is applied to examine the relationship between distance education learning environment and learning achievement and distance education satisfaction. The study result shows that DELES is composed of six factors such as instructor support, student interaction & collaboration, personal relevance, authentic learning, active learning and student autonomy and its model fits are appropriate. The result of structural equation analysis shows distance education learning environment significantly influences distance education satisfaction directly as well as indirectly mediated by learning achievement. Learning achievement also significantly influences distance education satisfaction. Conclusions and implications are followed.

• East Asian mathematical journal
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• v.38 no.1
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• pp.95-105
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• 2022

In this paper, we consider a quadratic matrix equation Q(X) = AX² + BX + C = 0 where A, B, C ∈ ℝ^n×n. A new approach is proposed to find solutions of Q(X), using the novel structure of the information processing system. We also present some numerical experimetns with Artificial Neural Network.

• Journal of the Korea Society of Computer and Information
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• v.28 no.10
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• pp.197-205
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• 2023

This study is to apply the Havruta teaching-learning method to college students' major classes and analyze the relationship between the effectiveness evaluation of communication skills and sub-factors using a structural equation model. As a result of the study, the communication ability score was different before and after Havruta teaching-learning, and it was found that after Havruta teaching-learning was higher than before Havruta teaching-learning. The path effect was found to be significant in all of the total, direct, and indirect effects among latent variables, except for the relationship between interpretation ability, role-playing ability, and goal-setting ability in the direct effect. In this study, it was found that the Havruta teaching-learning method not only improves creativity and thinking ability, but also improves self-directed learning ability. In addition, it was reconfirmed that it is a teaching-learning method that can develop social skills and communication skills as well as problem-solving skills while experiencing opinions different from one's own. As a result, research on a thorough student-centered teaching-learning method suitable for the Homo Machina era must be continued and its application in the educational field must be implemented.

• IEMEK Journal of Embedded Systems and Applications
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• v.15 no.1
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• pp.1-8
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• 2020

A derivation method for a quantized gradient for machine learning on an embedded system is proposed, in this paper. The proposed differentiation method induces the quantized gradient vector to an objective function and provides that the validation of the directional derivation. Moreover, mathematical analysis shows that the sequence yielded by the learning equation based on the proposed quantization converges to the optimal point of the quantized objective function when the quantized parameter is sufficiently large. The simulation result shows that the optimization solver based on the proposed quantized method represents sufficient performance in comparison to the conventional method based on the floating-point system.

• Journal of Institute of Control, Robotics and Systems
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• v.5 no.7
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• pp.808-813
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• 1999

A fuzzy learning method to control an unstable and multivariable system is presented in this paper, Because the multivariable system has generally a coupling effect between the inputs and outputs, it is difficult to find its modeling equation or parameters. If the system is unstable, initial condition rules are needed to make it stable because learning is nearly impossible. Therefore, this learning method uses the initial rules and introduces a cost function composed of the actual error and error-rate of each output without the modeling equation. To minimize the cost function, we experimentally got the Jacobian matrix in the operating point of the system. From the Jacobian matrix, we can find the direction of the convergence in the learning, and the optimal control rules are finally acquired when the fuzzy rules are updated by changing the portion of the errors and error rates.

• Educational Technology International
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• v.13 no.2
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• pp.233-255
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• 2012

The purpose of this study is to examine the relationships among the factors that affect technology knowledge, learning strategies with technology, and academic self-efficacy of college students. Technology and its utilizing ability is a critical competency for the learners to acquire to live in the Digital Era of 21st century. However, little is known about how the competency involving technology affects academic self-efficacy. To address the aim of the study, a survey was conducted with 39 questions including technology knowledge, learning strategies with technology, and academic self-efficacy targeting 137 students in A university. The result of the structural equation modeling shows that the technology knowledge of college students indirectly influences the academic self-efficacy. The learning strategies with technology are mediating variable linking technology knowledge with academic self-efficacy. Technology knowledge explains 71% of variance in learning strategies with technology. Therefore, college students need to keep up with knowledge of technology and improve learning strategies with technology to activate academic self-efficacy.

• Journal of Korean Elementary Science Education
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• v.34 no.1
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• pp.1-14
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• 2015

The variety of learners include students with disabilities and general students, and an ongoing focus of inclusive education research is non-discrimination. As part of integrated education, UDL (Universal Design for Learning) for students with disabilities supports a practical approach, participation, and advancement to improve learning opportunities for all students. The purpose of this study was to examine the effects of using UDL in science classes. The dependent variables of this study were academic achievement in science, scientific attitude, and scientific motivation. In this study, the experimental groups were 9 people in the 5th grade and 11 people in 6th grade. The experimental groups were taught science class using UDL. In order to analyze the learning outcomes, the structure equation model was performed. The results of this study were as follows: First, the science achievement of learning outcomes of the science class applying UDL directly affected both scientific attitude and scientific motivation. Second, the scientific attitude of learning outcomes of the science class applying UDL directly did not affect scientific motivation. According to these results, learning outcomes for science achievement of the science class applying UDL showed that UDL affected both general students and students with disabilities. To summarize the analysis of learning outcomes, science achievement directly affected both scientific attitude and scientific motivation while scientific attitude did not affect scientific motivation. This study offered a specific implementation method for integrated education. Using the structure equation model for analyzing the effect has more significance.

• Communications of Mathematical Education
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• v.28 no.3
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• pp.339-352
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• 2014

In this paper we introduce mathematical modellings in teaching and learning differential equations which were adopted by 2009 revised curriculum. The textbook of 'Advanced Mathematics II' published in 2014 with one publisher includes the content of the second order differential equation y"+y=0 by the power series method. This paper discusses the issue of the power series and gives an alternative method to explain problems of differential equation. Also, we found that the textbook of 'Advanced Mathematics II' used the mechanical system not electrical system in solving differential equation problems. Thus this paper suggests a method using an electric circuit in teaching and learning the first order differential equation. Finally we suggest some terminologies in the teaching and learning of differential equations.