• Journal of the Ergonomics Society of Korea
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• v.34 no.6
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• pp.597-607
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• 2015

Objective: The purpose of this study is to identify the effects of sign language video location in e-learning system for the hearing-impaired. Background: E-learning education is a good way to resolve the inequality of education for the disabled. Providing a sign language video in e-learning education for the hearing-impaired is very important for their learning. Although the location of sign language video is an important factor in the design of the video, the effect of its location in learning using the e-learning system was not studied. Method: In order to identify the effect of sign language video location on the learning of the hearing-impaired using the e-learning system, the prototypes of the system with different locations were developed. Eighteen people with hearing impairment participated in this experiment. Learning presence, learning immersion, and learning satisfaction were used to measure learning effects with sign language video location. Results: Bottom right position was more preferred through preference evaluation for sign language video location. The learning effect with sign language video location (bottom-left and bottom-right) was not significant. That is, the effects of learning presence, immersion, and satisfaction were not statistically significant with video location. Conclusion: From this study, the following have to be considered in e-learning system design for the hearing-impaired. Although the location of a sign language video is not a significant factor from the experiment, the bottom right position in the design is proposed because learning presence and satisfaction is slightly higher at the bottom right position, and the position is preferred from subjective evaluation. From the analysis of interview data, it was also proposed that the design of a sign language video should be improved for the hearing-impaired. Application: The result of this study can be applied to the e-learning system design for the hearing-impaired.

• Journal of the Korean Data and Information Science Society
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• v.18 no.4
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• pp.1073-1079
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• 2007

The purpose of this study is to present the relationship between the computer learning and the paper and pencil learning through the math learning (simple computation and complex computation) and the cartoon learning and text learning. The canonical correlation and pairwise t-test of the SMR asymmetry brainwaves of the left and the right brain show the brainwaves with the respect to the manner in which they process information during the specified task by identifying the relative activity of the brainwaves of the left and the right brain. SMR brainwave which known as the scientific measure tool for the activity and the function of the neuronal cell were found to predict the level of the awakening to check the readiness of study preparation. Computer education as a medium of the individualized and the repetitive education shows the difference from the paper and the pencil test in the respect of the differences and the relationship of the SMR brainwave of the learning process.

• Korean Journal of Cognitive Science
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• v.28 no.1
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• pp.65-90
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• 2017

Rewards or penalties become informative only when contingent on an immediately preceding response. Our goal was to determine if the brain responds differently to motivational events depending on whether they provide feedback with the contingencies effective for learning. Event-related fMRI data were obtained from 22 volunteers performing a visuomotor categorical task. In learning-condition trials, participants learned by trial and error to make left or right responses to letter cues (16 consonants). Monetary rewards (+500) or penalties (-500) were given as feedback (learning feedback). In random-condition trials, cues (4 vowels) appeared right or left of the display center, and participants were instructed to respond with the appropriate hand. However, rewards or penalties (random feedback) were given randomly (50/50%) regardless of the correctness of response. Feedback-associated BOLD responses were analyzed with ANOVA [trial type (learning vs. random) x feedback type (reward vs. penalty)] using SPM8 (voxel-wise FWE p < .001). The right caudate nucleus and right cerebellum showed activation, whereas the left parahippocampus and other regions as the default mode network showed deactivation, both greater for learning trials than random trials. Activations associated with reward feedback did not differ between the two trial types for any brain region. For penalty, both learning-penalty and random-penalty enhanced activity in the left insular cortex, but not the right. The left insula, however, as well as the left dorsolateral prefrontal cortex and dorsomedial prefrontal cortex/dorsal anterior cingulate cortex, showed much greater responses for learning-penalty than for random-penalty. These findings suggest that learning-penalty plays a critical role in learning, unlike rewards or random-penalty, probably not only due to its evoking of aversive emotional responses, but also because of error-detection processing, either of which might lead to changes in planning or strategy.

• Clinical and Experimental Pediatrics
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• v.49 no.4
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• pp.341-353
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• 2006

Learning disorders are diagnosed when the individual's achievement on standardized tests in reading, mathematics, or written expression is substantially below that expected for age, schooling, and level of intelligence. Subtypes of learning disorders may be classified into two groups, language-based type learning disorders including reading and writing disorder, and nonverbal type learning disorder (NLD) such as those relating to mathematics & visuospatial skills, and those in the autism spectrum. Converging evidence indicates that reading disorder represents a disorder within the language system and more specifically within a particular subcomponent of that system, phonological processing. Recent advances in neuroimaging technology, particularly the development of fMRI, provide evidences of a neurobiological basis for reading disorder, specifically a disruption of two left hemisphere posterior brain systems, one parieto-temporal, the other occipito-temporal. The former is the reading system for beginner reading, the latter for skilled reading. Compensatory engagement of anterior systems around the inferior frontal gyrus(Broca's area) and a posterior(right occipito-temporal) system is noted in persistent poor readers in long-term follow up study. The theoretical model proposed to explain NLD's source is not right hemisphere damage, but rather the white matter model. The working hypothesis of the white matter model is that the underdevelopment of, damage to, or dysfunction of cerebral white matter(long myelinated fibers) is the source of this disorder. The role of an evidence-based effective intervention in the remediation of children with learning disorder is discussed.

• Journal of Digital Convergence
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• v.5 no.2
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• pp.15-24
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• 2007

This article is for building the successful e-learning model. In order to achieve th purpose of this article, it is described as follows. First, the changing educational environment due to Web technology was analyzed; And some Web-based teaching models for desirable performance and how to select the right software were suggested under the given circumstance. Finally, requirements for successful e-learning were described.

• International Journal of Computer Science & Network Security
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• v.22 no.5
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• pp.330-334
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• 2022

In light of the decreasing crop production and shortage of food across the world, one of the crucial criteria of agriculture nowadays is selecting the right crop for the right piece of land at the right time. First problem is that How Farmers can predict the right crop for cultivation because famers have no knowledge about prediction of crop. Second problem is that which algorithm is best that provide the maximum accuracy for crop prediction. Therefore, in this research Author proposed a method that would help to select the most suitable crop(s) for a specific land based on the analysis of the affecting parameters (Temperature, Humidity, Soil Moisture) using machine learning. In this work, the author implemented Random Forest Classifier, Support Vector Machine, k-Nearest Neighbor, and Decision Tree for crop selection. The author trained these algorithms with the training dataset and later these algorithms were tested with the test dataset. The author compared the performances of all the tested methods to arrive at the best outcome. In this way best algorithm from the mention above is selected for crop prediction.

• The Journal of Korean Institute for Practical Engineering Education
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• v.2 no.1
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• pp.1-7
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• 2010

Recently, interest in u-learning to pursue effective learning by using ubiquitous environment in teaching and learning activities. In u-learning environment, learners should be able to push necessary information at the right time and the right place. Also calm technology oriented to, and this means that it can recognize learners' terminal information and to provide adaptive interface. In u-learning environment, main learning terminals would be mobile terminals which support mobility. However, learning in the existing PC environment should not be excluded. Thus, by providing adaptive interface according to various learners' terminal in LMS for u-learning, learners are able to learn through consistent and natural learning interface with any computer or any network at any place and at any time. The purpose of this study is to propose the interface adaptation based on terminal information focusing on the layout transformation process in the development environment.

• 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.

• Proceedings of the Korea Association of Information Systems Conference
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• 2004.05a
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• pp.275-287
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• 2004

The purpose of the present study was to explore the plan to promote the e-Learning industry. The e-Learning is defined as the method of teaming or educational to access information and knowledge through Internet without time and boundary barriers. To promote e-Learning industry, first, establishing national strategy for e-Learning industry. Second, establishing e-Learning center to solve the problem of contents and technology standard. Third, right understanding of e-Leaning.

• Journal of the Korean School Mathematics Society
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• v.2 no.1
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• pp.43-53
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• 1999

Two (second-grade) classes of Yu-song middle school were chosen to research the effect of the visualization in the learning of probability calculation at a middle school. One class, as an experiment class, was taught the probability calculation of probability unit by the visualization learning and the other, as a controlled class, was taught it by the traditional lecture, and then through the writing tests there was a verification on the effect of right after test and the delaying test after 3 weeks to examine the learning effect of high- and low-level groups. It was difficult for the students to visualize the problems of the probability calculation, but I suggested simple models to the students and helped them to learn meaningfully. As a result of this study, there showed statistically significant difference in high-level group in the right after test.(P< .05) In the delaying test after 3 weeks, there also showed statistically significant marks only in high-level group.(P< .05) The visualization in the learning of probability calculation took more affirmative effect in the experiment class than the comparative class only in high-level group. The students in low-level group has difficulties in the visualization activities, but all the students in high-and low-level group thought the visualization was a great help to them in learning probability calculation.