• 교육시설
• /
• 제16권1호
• /
• pp.79-86
• /
• 2009

The purpose of this study is to suggest the design guidance of education facilities by analysing Alvaro Siza's education facilities of which considered having idiosyncratic spatial characteristics. Focusing on the his planning of learning and transitional space of education facilities, this study aims at eliciting the spatial characteristics of his architecture. In doing so, this study tries to figure out his basic method of reification of his basic architectural concept which is articulated in learning space and transitional space of education facilities by introducing the boundary element and penetration of light in order to support student's learning activity and foster abundant cognitive experiences. Therefore, this study presents the feasible supplementary design method for future education facilities to be appropriate not just for quantitative factors, but for qualititative aspects such as user's psychological fulfillment, and emotional satisfaction.

• International Journal of Advanced Culture Technology
• /
• 제9권3호
• /
• pp.55-61
• /
• 2021

In this study, a learning environment based on STEAM theory was proposed to support and improve learners' activities and achievements for convergent design education. The learning environment design influence STEAM education with intentional design and schedule coordination, schools can create informal environments that are crucial to STEAM education. The physical surroundings of the learning space should be applied to teaching methods and learning activity, especially for STEAM-based education, physical space conditions should support the learner's design thinking and process. Furthermore, STEAM-based education environment should support a vast array of experiences that allow students to learn the context around ideas and skills. For spaces for learning environment based on STEAM, common design principles should be considered such as technology integration, safety and security, transparency, multipurpose space, and outdoor learning. Therefore, the learning environment based on STEAM needs flexible and mobile, connected, integrated, organized, flipped, and team-focused surroundings to support the learners understand, participate, cooperate, and accomplish the design process.

• 대한지구과학교육학회지
• /
• 제5권1호
• /
• pp.105-113
• /
• 2012

The purpose of this study was to examine the effects of storytelling skill on science learning motivation and space perception ability. For this study the 5 grade, 2 class was divided into a research group and a comparative group. The class was pre-tested in order to ensure the same standard. The research group had the science class with storytelling skill, and the comparative group had the class with teacher centered lectures for 10 classes in 10 weeks. The storytelling skill was focused on finding stories, constellation searching, story deciding, story hero deciding, story composition, storytelling completion. To prove the effects of this study, science learning motivation was split up according to attention power, relation, confidence, and sense of satisfaction. Also, space perception ability consisted of two-dimensional rotation, 3 dimension rotations, reflection, three-dimensional searching, number of block, and figure type in pattern. The results of this study are as follows. First, using storytelling skill was effective in science learning motivation. Second, using storytelling skill was effective in space perception ability. Also, after using storytelling skill was good reaction by students. As a result, the elementary science class with storytelling skill had the effects of developing science learning motivation and space perception ability. it means the science class with storytelling skill has potential possibilities and value to develop science learning motivation and space perception ability.

• 한국실내디자인학회논문집
• /
• 제29호
• /
• pp.145-152
• /
• 2001

Open education, which has been introduced spontaneous1y to many countries, has been giving some strong influence to the primary education in Korea and has been widely used in Korea itself. This report deals with the ineffectiveness of the learning space which has been divided into common classroom and particular classroom. The division of the learning space sets the problem of defining which is the particular of common subject, and the problem of a child to move around for different subject. For the architectural design of school, it is essential for learning space to be suitable for the characteristics of each subjects. The space needed for individual subjects requires tole learning space that is different to the space needed for basic academic subjects. The introduction of different corners in the classroom can be the solution. Individual corners can be divided into the necessary coner, the standard corner, the elective corner and the corner fur facilities.

• 정보기술과데이타베이스저널
• /
• 제3권2호
• /
• pp.75-96
• /
• 1996

This study is intended to compare the effectiveness of the neural network inductive learning model with a vector space model in information retrieval. As a result, searches responding to incomplete queries in the neural network inductive learning model produced a higher precision and recall as compared with searches responding to complete queries in the vector space model. The results show that the hybrid methodology of integrating an inductive learning technique with the neural network model can help solve information retrieval problems that are the results of inconsistent indexing and incomplete queries--problems that have plagued information retrieval effectiveness.

• 정보관리학회지
• /
• 제39권2호
• /
• pp.61-86
• /
• 2022

본 연구의 목적은 물리적 환경의 품질을 측정하는 도구로서의 서비스스케이프 개념을 이용하여 학습공간의 서비스스케이프 요인이 이용자 만족과 지속의도에 미치는 영향과 학습활동유형의 조절효과를 확인하는데 있다. 선행연구 및 심층면담을 통해 청결성, 쾌적성, 편의성, 심미성, 접근성, 유연성의 6개의 학습공간 서비스스케이프 요인을 선정하였고, 수도권 지역의 대학생을 대상으로 설문조사를 진행하였다. 연구 결과, 청결성, 쾌적성, 편의성과 접근성 요인이 이용자 만족에 유의한 영향을, 이용자 만족은 지속의도에 유의한 영향을 미치는 것으로 나타났다. 또한 학습활동유형은 청결성, 쾌적성 요인과 이용자 만족 관계에 부(-)적 조절효과가 있는 것으로 나타났다. 본 연구는 학습공간으로의 대학도서관에 대한 이용자 만족을 높이는 물리적인 환경 구성의 기초자료를 제공하였다는데 의의를 둔다.

• 디지털콘텐츠학회 논문지
• /
• 제17권6호
• /
• pp.545-553
• /
• 2016

본 연구에서는 전시(박물관, 공연) 환경에서 증강현실을 이용한 정보제공 및 학습 시스템을 제안한다. 일반적인 전시 공간에서는 그림이나 사진에 대한 설명을 인쇄물이나 공간에 설치(설명 공간) 형태의 정보를 제공하거나 '오디오 가이드'나 '도슨트' 프로그램을 이용한 보조 설명이 이루어진다. 증강현실 기술이 이러한 방식을 융합한 형태로 전시 공간에 적용되어 전시에 대한 설명이 텍스트, 이미지, 오디오 그리고 영상의 형태로 다양하게 사용자에게 제공하여 입체적인 정보제공 및 학습을 도와준다. 우리는 특정 전시 공간에서 증강현실 기술을 적용하여 그림에 대한 영상 설명을 이용한 정보제공 및 학습의 도구로 활용하고자 한다.

• 한국컴퓨터정보학회논문지
• /
• 제18권9호
• /
• pp.91-99
• /
• 2013

스마트 디바이스의 개발과 발달, 그리고 스마트 디바이스의 보편화에 따라 사용자들은 한 개 이상의 스마트 디바이스를 소지하게 되었다. 기존의 온라인 학습 서비스는 하나의 스크린을 분할시켜 다양한 정보를 제공해 왔다. 그러나 기존의 PC환경과 다르게 스마트 디바이스가 발달되고 보편화됨에 따라, 사용자의 학습공간은 하나의 스크린 환경에서 다중스크린 환경으로 변화할 것이다. 본 논문에서는 다중스크린을 기반으로 한 스마트 학습공간을 구성하고, 스마트 학습공간에서 미디어 콘텐츠를 융합하여 서비스하는 시스템을 제고하고자 한다. 이에 다중스크린 관련연구 분야와 다중스크린 환경에 합당한 온라인 학습 서비스를 분석 설계하여 Timed Button이라는 스마트 디바이스 간의 동기화 기법을 제시한다.

• 교육시설 논문지
• /
• 제19권4호
• /
• pp.11-19
• /
• 2012

The purpose of this study is to gauge the level of awareness of elementary, middle school, and highschool teachers regarding teaching-learning activities, learning space, and support for technology-based instruction in current and future school education, thereby providing essential data for seeking future improvements in the learning environment. Towards this end, a survey questionnaire (sectionalized into teaching-learning activities, learning space, and support for technology-based instruction) was developed. Subsequently the survey was administered to a random sampling of elementary, middle school, and highschool teachers in the Kyonggi, Kangwon, and Chonra Provinces. An in-depth analysis was conducted on the 797 questionnaire responses thus attained, focusing on the teachers' level of awareness regarding teaching-learning activities, learning space, and support for technology-based instruction, the correlation of the findings of the three areas in question, and the differences of the findings according to the circumstances of those surveyed. Based on the results, the authors of this study propose the following: First, that school administrators take into account the level of awareness of frontline teachers regarding teaching-learning activities, learning space, support for technology-based instruction. Second, efforts should be made to establish a safe and secure learning environment conducive to the synergic interplay of the three areas in question, by realizing true ICT in the classroom. Third, teachers in the classroom must endeavor to achieve a meaningful synthesis between educational programs and teaching-learning activities, as well as to serve as harbingers of improvements in the way we conduct the business of education.

• International Journal of Advanced Culture Technology
• /
• 제11권2호
• /
• pp.56-63
• /
• 2023

I proposed the architectural guideline for educational environment based on design thinking approach to integrate and enhance learners' activities and achievements. The physical environment of design education learning space should be applied by teaching methods and learning activities, especially for STEAM-based convergent education, the architectural space conditions should support the design process based on design thinking. The learning environment conditions influence design education with physical design factors and learners' communication, and the flexible environment based on design thinking, which is crucial for design education. The 3 steps of design thinking experiences also allow students to learn the context of ideas, skills and outcomes. Therefore, I argued that the learning surrounding based on design thinking needs flexible and mobile, connected, integrated, organized, and team-focused environments to support learners' understanding, participation, and collaboration, and to achieve the design process based on research findings. For spaces for convergent learning environments based on design thinking, common design principles should be reviewed, such as coexistence with technology, safety and security, transparency and spatial extension, multi-purpose space and outdoor learning.