• Journal of Agricultural Extension & Community Development
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• v.17 no.1
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• pp.75-101
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• 2010

This study tried to analyze the learning effectiveness of multi-media based class by comparing with traditional classroom method. The "Basic Agricultural Technology" course that is one of the required courses of agricultural high school was selected and its contents were digitalized on MS Powerpoint for multi-media based class. The thirty students were sampled for each experimental and control groups. The homogeneity and learning achievement of sample groups were tested for experiment. Same teacher took the classes of two groups and delivered same contents of course. Only difference between two groups was the delivery method, one is traditional classroom teaching method and the other was the multi-media based class. The learning achievements and satisfaction of sample were post-tested in order to analyze the learning effectiveness by comparing two teaching methods. The results showed that there was a significant difference between experimental and control group in learning achievement after ANCOVA controlled pre-test as covariance(F=5.08, p<.05). It means that the learning achievement of multi-media based class was higher than that of traditional classroom group. The results also showed that a significant difference in students’ satisfaction between two groups (t=5.57, p<.001). This study concluded that using multi-media in class could produce more learning achievements and satisfaction of students than traditional classroom method.

• KSCI Review
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• v.2 no.2
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• pp.27-40
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• 1996

During the 21st century of informational society, in the learning of various field will utilize the education using multi-media more extensively than ever before. The biggest question is how effective the education using multi-media will be. For effective education, wide-spread supply of not only the hardware and various kinds of CBT or CAI that are being developed in the learning of various fields. It is also felt that the skill for application of more convenient multi-media authoring tool is needed. If the producter of such multi-media authoring tool can store various types of information in a form of data bank, accessing the right information at right time and its application would be possible. It can also provide a lot of information to many out-of town learmers. As seen above, the scope of usage for multi-media authoring tool will be broadened. However, no matter how excellent the Authoring Tool is, the results can be very different depending on the method employed. In order to develop CBT or CAI that can be better used in the learning of various fields, examination and on-site training, more reseach should be done in Authoring Tool using virtual reality and artifical intelligence technology.

• Journal of the Korea Society of Computer and Information
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• v.18 no.9
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• pp.91-99
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• 2013

In these days, the smart devices are being developed and used repeatedly. But almost E-learning System did not provide these smart devices environment and user's E-learning space is changing from Single-screen environment to multi-Screen environment. Accordingly we configure smart E-learning space based on multi-screen and integrate the multi-media contents for the Smart E-learning service. We present the synchronization techniques to make the multi-screen environment for smart space with Timed Link and design the Timed Button to relate each Screen which is using multi-media e-learning contents.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.17 no.1
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• pp.51-73
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• 2023

Social media play a significant role in communicating information across the globe, connecting with loved ones, getting the news, communicating ideas, etc. However, a group of people uses social media to spread fake information, which has a bad impact on society. Therefore, minimizing fake news and its detection are the two primary challenges that need to be addressed. This paper presents a multi-modal deep learning technique to address the above challenges. The proposed modal can use and process visual and textual features. Therefore, it has the ability to detect fake information from visual and textual data. We used EfficientNetB0 and a sentence transformer, respectively, for detecting counterfeit images and for textural learning. Feature embedding is performed at individual channels, whilst fusion is done at the last classification layer. The late fusion is applied intentionally to mitigate the noisy data that are generated by multi-modalities. Extensive experiments are conducted, and performance is evaluated against state-of-the-art methods. Three real-world benchmark datasets, such as MediaEval (Twitter), Weibo, and Fakeddit, are used for experimentation. Result reveals that the proposed modal outperformed the state-of-the-art methods and achieved an accuracy of 86.48%, 82.50%, and 88.80%, respectively, for MediaEval (Twitter), Weibo, and Fakeddit datasets.

• Journal of the Korea Society of Computer and Information
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• v.16 no.12
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• pp.297-304
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• 2011

This study was to analyze the learning effectiveness of multi-media based class by comparing with traditional classroom method. The "Distribution Working Subject" course that is one of the required courses of Vocational high school was selected and its contents were digitalized on MS Powerpoint for multi-media based class. The thirty students were sampled for each experimental and control groups. The homogeneity and learning achievement of sample groups were tested for experiment. Same teacher took the classes of two groups and delivered same contents of course. Only difference between two groups was the delivery method, one is traditional classroom teaching method and the other was the multi-media based class. The learning achievements and satisfaction of sample were post-tested in order to analyze the learning effectiveness by comparing two teaching methods. The results showed that there was a significant difference between experimental and control group in learning achievement after ANCOVA controlled pre-test as covariance(F=5.08, p<.05). It means that the learning achievement of multi-media based class was higher than that of traditional classroom group. The results also showed that a significant difference in students' satisfaction between two groups (t=5.57, p<.001). This study concluded that using multi-media in class could produce more learning achievements and satisfaction of students than traditional classroom method.

• Proceedings of the Korean Society of Computer Information Conference
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• 2012.07a
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• pp.13-14
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• 2012

본 논문에서는 멀티 터치 테이블을 중심으로 u-Learning 시스템을 제안한다. 멀티 터치 테이블에서 수업 진행 중 교사는 모바일로 멀티 터치 테이블을 제어함으로써 수업을 진행 및 관리하고, 학생들은 마커를 이용하여 멀티 터치 테이블과의 인터랙션을 통해 웹과 자동화된 과제 시스템을 이용함으로써 능동적인 학습참여를 할 수 있게 된다.

• Journal of the Korea Computer Industry Society
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• v.3 no.8
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• pp.1117-1128
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• 2002

This study suggests the most efficient teaching method by using multi-media. Based on the outcome of the engineering study, the multi-media and their contents will be applied to teaching methods, at first needing to provide concept and educational expecting effect of them. For multi-media using teaching methods, the study suggests the following 4; (1) teaching method for instructional learning, (2) teaching method for detective learning by guild, (3) teaching method for receptive loaming, (4) teaching method for exploration. Challenges still remained is to examine principles of teaching planning and relevant theories in order to apply the multi-media for the existing education, which should ask teachers in field to select more efficient teaching methods.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2016.05a
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• pp.120-122
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• 2016

While smart learning have been introduced for more learning effect, this study is to understand students' smart learning acceptance using TAM model. Through using the result of the study, it is to provide suggestions for the improvement of smart learning effect and the acceptance using various multi media on thew view of students.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2016.05a
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• pp.131-133
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• 2016

While smart learning have been introduced for more learning effect, this study is to understand teacher's smart learning acceptance using TAM model. Through using the result of the study, it is to provide suggestions for the improvement of smart learning effect and the acceptance using various multi media on thew view of teachers.

• The Journal of the Korea Contents Association
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• v.16 no.11
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• pp.1-10
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• 2016

This paper focus on the digital media quality of one source multi-use for the vitalization of Korean classical literature. This paper examines the structural relationship between the quality of digital media and learning satisfaction/sustainable use intention through digital media. For this we used the case of The 'Encyclopedia of Korean Local Culture(www.grandculture.net)'. Thus we conducted a survey of 418 high school students attending a classical literature class which used the local culture DB. The result of this study demonstrates that quality of media content and media service quality affect the learning satisfaction even if media system quality does not affect the learning satisfaction. Learning satisfaction affect strongly. The result of multi regression showed that system quality increased the learning satisfaction in the high group, but system quality did not effect the learning satisfaction in the low group. These results indicate that if system quality is enhanced, learning satisfaction will be slightly increased, and if quality of contents and services is enhanced, learning satisfaction will be strongly increased.