• The Journal of the Korea Contents Association
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• v.7 no.9
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• pp.10-17
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• 2007

The purpose of this study is to reduce the group bully phenomenon of mildly mentally retarded(MR) students in middle schools. Video digital contents have been developed and applied to the class. As a result, the normal students' perception of MR students has improved drastically. Especially in the case of students who appeared in the film; their perception has changed a lot more than the students who didn't. Also, the students showed a tendency to recognize the scenes that were produced intentionally by the researcher In conclusion, it is effective to alter a student's attitude through the self-modeling video contents. Particularly, the self-modeling video contents that made by researcher's precise educational goal are more effective on the alteration of the students' perception and behaviors.

• Journal of The Korean Association For Science Education
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• v.26 no.5
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• pp.620-636
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• 2006

The purpose of this study was to analyze one science teacher's understanding of student argumentation and his explicit teaching strategies for implementing it in the classroom. One middle school science teacher, Mr. Field, and his students of 54 participated in this study. Data were collected through three semi-structured interviews, 60 hours of classroom observations, and two times of students' lab reports for eight weeks. Coding categories were developed describing the teacher's understanding of scientific argumentation and a description of the main teaching strategy, the Claim-Evidence Approach, was introduced. Toulmin's approach was employed to analyze student discourse as responses to see how much of this discourse was argumentative. The results indicated that Mr. Field defined scientific inquiry as the abilities of procedural skills through experimentation and of reasoning skills through argumentation. The Claim-Evidence Approach provided students with opportunities to develop their own claims based on their readings, design the investigation for evidence, and differentiate pieces of evidence from data to support their claims and refute others. During this approach, the teacher's role of scaffolding was critical to shift students' less extensive argumentation to more extensive argumentation through his prompts and questions. The different level of teacher's involvement, his explicit teaching strategy, and the students' scientific knowledge influenced the students' ability to develop and improve argumentation.

• Journal of Information Technology Applications and Management
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• v.19 no.1
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• pp.13-24
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• 2012

Usability and knowledge drawn from utilizing various ways of representing accounting data were examined. Classroom experiments were conducted to compare students' assessment of financial data using table of numbers, 2-dimensional column graphs (2D), 3-dimensional column graphs (3D), and mixed reality visualization of true 3-dimensional graphs (MR). The results showed that in assessing the financial status and performance of a firm, Table of numbers and MR took longer than 2D and 3D graphs. The time spent on true 3D graphs using MR technology was about the same as Table of numbers. When compared the assessment scores of the firm's financial status and performance between participants and experts, the difference was the least when participants used 2D graphs. However, MR was seen as being a new way to provide data of greater complexity and was very useful for financial information.

• Journal of Internet of Things and Convergence
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• v.5 no.2
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• pp.27-32
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• 2019

Recently, the introduction of the elementary and middle school software education essential courses in 2018, the emergence of educational solutions, and the need for digital content for software education rather than simple coding. In addition, in the case of current coding education, it is necessary to study how to induce interest in elementary, middle and high school students. In this study, we included the interactive (UX / UI) function using MR(Mixed Reality) and induced interest in coding education, and it was possible to cultivate logical thinking by applying storytelling coding rather than injection education. Suggested way. As a result of research, elementary, middle, and high school students easily proposed logical thinking education beyond the existing injection education method using mixed reality(MR) technology, and will break away from the injection coding education which is a problem of the school and school.

• Journal of Korean Academy of Oral and Maxillofacial Radiology
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• v.24 no.2
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• pp.291-304
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• 1994

The purpose of this study was to analyze the facial asymmetry of the patients with the craniomandibular disorder. In this study, 50 patients, who have joint clicking and pain, mouth opening limitation, and 40 dental students, Chosun University, who did not posses any restoration and orthodontic treatment, joint clicking and pain, mouth opening limitation, were selected as the control group. Both the control group and the patient group were takened skull P-A, submento-vertex radiogram by standized methods. After that, the deviation and facial asymmetry were measured and analyzed. The results of the this study were as follows: 1. In the Skull P-A radiogram, the width difference of control group and patient group measured that the △ Cg-Go-Cl: control group were 3.35㎜, patient group were 4.51㎜ (P<0.05), the △Cg-Zy-Go: control group were 1.83㎜, patient group were 3.27㎜(P<0.001). 2. In the Skull P-A radiogram, the height difference of control group and patient group measured that the △ Cg-Go-Cl: control group were 131.85㎜, patient group were 188.45㎜(P<0.05), the △Cg-Zy-Go: control group were 1.58㎜, patient group were 2.68㎜(P<0.00l). 3. In the Skull P-A radiogram, the area difference of control group and patient group measured that the △ Cg-Go-Cl: control group were 120.76㎟, patient group were 185.49㎟(P<0.05), the △Cg-Zy-Go: control group were 2.29㎟, patient group were 3.37㎟(p<0.05). 4. In the submento-vertex radiogram, the width difference of control group and patient group measured that the △Mr-Cl-Ia: control group were 1.50㎜, patient group were 2.35㎜(P<0.05), the △Mr-Cm-Ia: control group were 1.75㎜, patient group were 3.17㎜(P<0.05), the △Mr-Go-Ia: control group were 1.96㎜, patient group were 3.24㎜(P<0.001), the △Mr-Cp-Co: control group were 1.74㎜, patient group were 2.73㎜(P<0.05). 5. In the submento-vertex radiogram, the height difference of control group and patient group measured that the △Mr-Cp-Ia: control group were 1.68㎜, patient group were 2.46㎜P<0.05), the △Mr-CI-Ia: control group were 2.38㎜, patient group were 3.74㎜(P<0.05), the △Mr-Co-Ia: control group were 1.63㎜, patient group were 2.80㎜(P<0.05), the △Mr-Cm-Ia: control group were 1.45㎜, patient group were 3.12㎜(P<0.001). 6. In the submento-vertex radiogram, the area difference of control group and patient group measured that the △ Mr-Cp-Ia: control group were 73.17㎟, patient group were 110.16㎟(P<0.05), the △Mr-Cl-Ia: control group were 105.09㎟, patient group were 180.87㎟(P<0.001), the △Mr-Co-Ia: control group were 103.31㎟, patient group were 148.48㎟(P<0.05), the △Mr-Cm-Ia: control group were 97.01㎟, patient group were 167.83㎟(P<0.05), the △Mr-Go-Ia: control group were 104.24㎟, patient group were 205.90㎟(P<0.05).

• Journal of Advanced Navigation Technology
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• v.24 no.6
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• pp.633-639
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• 2020

Despite the growing educational demand for the extended reality (XR) convergence content creation for non-IT students, fewer studies have attempted to education material development. In this paper, non-IT students' requirement to create XR convergence contents was analyzed and designed framework system specification. The object-oriented application framework (OOAF) was developed for non-IT students to create XR convergence contents through simple interaction methods such as drag and drop in-game engines. To evaluate the developed framework XR contents development course was operated with 26 industrial design majors sophomore in university. More than 90% of students succeeded in working on prototype XR contents in Oculus Rift. This result will be expected to improve the quality of XR contents creation education for non-IT students and contribute to the growth of the future convergence contents industry.

• Journal of the Korean earth science society
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• v.31 no.1
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• pp.106-117
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• 2010

The purpose of this study was to explore students' argumentation in perspectives of epistemology and psychology and to find out how teacher can promote students' abilities of developing argumentation. The 60 hours of lessons from the interaction between one science teacher (Mr. Physics, who had 35 years of teaching experience) and his 26 students were observed, transcribed, and analyzed using two different analyzing tools; one is from the perspective of epistemology and the other from the perspective of psychology, which can portray how argumentation is constructed. Mr. Physics created the environment where students could promote the quality of scientific argumentation through explicit teaching strategy, Claim-Evidence Approach. The low level of argumentation was portrayed through examples from students' prior knowledge or experience in the form of an Appeal to the instance operation and the Elaboration reasoning skill. Students' own claims were developed through application of knowledge in a different context in the form of an Induction operation and Generativity reasoning skill. Higher level of argumentation was portrayed through Consistency operation with other knowledge or experience and Explanation reasoning skills based on students' ideas with more active teacher's inputs. The teacher in this study played a role as a helper for students to enact identities as competent "sense makers," as an elaborator rather than evaluator to extend students' ideas, and as a mentor to foster and monitor the students' development of ideas of a higher quality. It is critical for teachers to understand the nature of argumentation, which in turn is connected to their explicit teaching strategy with the aim of providing opportunities where students can understand the science enterprise.

• Journal of the Korean Society of Food Culture
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• v.31 no.6
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• pp.624-633
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• 2016

This study identified the sensory properties of samples of pizza dough at three pizza companies and three masonry oven pizzerias from Seoul, Korea and compared consumer acceptability among panels of university students. Six pizza dough samples were prepared (pan pizzas from Pizza Hut, Mr.pizza, and Dominos pizza, masonry oven baked pizzas from Appleteen, Mr.Lee's, and Pizza factory). Consumer tests were employed involving 97 Korean consumers. Consumers evaluated overall liking (OL), liking of appearance (APPL), odor (ODL), flavor (FLL), and texture (TXTL), willing to try (WT), and willing to recommend (WR) for the samples using a nine-point hedonic scale. Analysis of variance (ANOVA) indicated that HutP, MrP, and DomP samples had significantly (p<0.05) high scores for roughness, porosity, crust color, grain size, brownness, dairy food aroma, savory taste, and yeast aroma, which had the highest OL, ODL, and FLL scores. LeeP, ATeenP, and PFacP samples had high elasticity, cohesiveness, and adhesiveness. Consumers favored the appearance characteristics and color, dairy product flavor, and savory flavor of the pan pizza and preferred cohesiveness, toughness, and stickiness of masonry oven baked pizza.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.9
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• pp.509-517
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• 2020

This study examined Sino-globalization through the network analysis of Chinese immigrants, international students, and travelers. The data were collected from the United Nations for immigrants, UNESCO for international students, and Ministry of Culture and Tourism of China for travelers. Consequently, Chinese immigrants and international students' favorite destinations were advanced Western countries, and Chinese travelers showed a high preference for Asian regions. Specifically, Thailand was the most popular destination for traveling, while the U.S. appeared to be the main destination for Chinese immigrants and students. The QAP analysis results showed a statistically significant correlation between the immigrant network and international student network. MR-QAP analysis found a causal relationship between the two networks. These findings may serve as empirical evidence for the Chinese government to review potential opportunities and problems related to Sino-globalization and provide the basis for preparing policy measures for other countries. Subsequent studies should compensate for research limitations by analyzing specific factors affecting national choice of Chinese immigrants, students, and travelers. The economic, social, and cultural impacts of China's globalization on other countries need to be discussed using qualitative research.

• The Mathematical Education
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• v.44 no.2 s.109
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• pp.265-280
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• 2005

According to the characteristics of elementary school students in favor of playing games, and to their high energy levels and physical growth states, it is fair to say that students can learn mathematics through 'game playing activities.' These activities are considered to intrigue their interest in class and make them feel less stress from the burden of studying mathematics. Mr. Skemp, who had conducted research on 'game activity' with experimental studies relating to elementary mathematics, recommends that math teachers try to give as many activity-oriented classes as possible to students. The method of 'game activity' by Skemp's operation deals with the whole range of mathematical themes. It is believed by other math teachers that this is not a way to substitute free time or just to have fun in class, but an intentionally well-organized way of learning an entire mathematical course during elementary school. In this research, 5th and 6th grade students needing extra classes after school had been exposed to 'ame activity' by Skemp's operation. As a result, we can figure out its influence on their understanding of arithmetic ability, and on the cognitive definition territory in their minds.