• Journal of the Korea Society of Computer and Information
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• v.21 no.9
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• pp.165-176
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• 2016

This study developed the learning ability-based smart education program. The effectiveness of the developed materials was investigated using the quantitative-qualitative mixed method, and the process and results of the investigation are as follows. The quantitative investigation was conducted using the non-equivalent pretest-posttest design, in which the smart education method was applied to the experimental group, while the conventional education method was applied to the control group to analyze students' creative problem-solving potential, task concentration, and the variables required for the learning activity. The results showed significantly higher performance in the experimental group over the control group. Regarding data collection in the qualitative investigation, an analysis of the class from the instructor and class consultation logs from the class analyst were collected; the comments on the experience of each class period were collected from students. The results of the analysis of the data suggest that the perception of smart education improved for the instructor, class analyst, and learners as the course progressed.

• Journal of Korean Elementary Science Education
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• v.35 no.1
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• pp.98-110
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• 2016

The purpose of this study is to identify pre-service elementary school teachers' difficulties and needs in the science class utilizing smart technologies. The participants were nine pre-service elementary teachers who had practical training at an elementary school and took classes related to technology, pedagogy, and science knowledge. The data was collected through semi-constructed and in-depth interviews. The documents such as participants' guidance plans, daily records produced in teaching practice was collected and analyzed. The results of the research are as follow: Pre-service teachers have usually used the technology as a secondary transfer media to convey the knowledge. We found that the pre-service elementary teachers had 15 difficulties in the science class utilizing smart technologies. In addition, they needed a class to focus more on teaching them by integrating technology knowledge, pedagogy knowledge, and science knowledge, and by sharing a real case of science class utilizing smart technologies.

• Journal of The Korean Association of Information Education
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• v.17 no.1
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• pp.33-42
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• 2013

Various methods of Smart education were tested on students in Elementary and Middle schools, as Smart learning expands. In this paper, we analyzed a Smart r- Learning-teaching model that utilizes Bluetooth and Class SNS, for students. We focused on all aspects that students found easy to program, on controlling the Bluetooth-connected robot with a smartphone, as well as on a diversity of opinions related to using Class SNS in the robot class without time constraints. Subsequently, we attempted to apply the developed a Smart r-Learning program to the classes of students, We undertook a t-test for students to find out whether it helped them enhance their creative thinking and investigated their satisfaction with the class. As a result, the study showed that students' satisfaction with a Smart r-Learning class is exceptionally high, at 96%, and students' creative thinking and programming skills in order to control improved markedly.

• Journal of the Korea Society of Computer and Information
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• v.18 no.4
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• pp.191-199
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• 2013

The main objective of this paper is to investigate why university students use their smart phones in class and to develop a predictive model of smart phone use behavior that consisted of perceived benefit, perceived cost, attitude, social effect, intention, and habit. The proposed model is tested using survey data collected from 120 university student smart phone users. PLS analysis show as following: At first, intention and habit are significant predictors of smart phone use behavior in class. Secondly, perceived benefit and perceived cost as well as attitude and social effect are the factors affecting smart phone usage in class.

• Journal of Digital Convergence
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• v.13 no.3
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• pp.185-191
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• 2015

We are fusing to the profiling techniques in education and making to a smart teaching plan production systems. Therefore, we investigated based on technical elements necessary for the proper look for profiling techniques, trends in the technology and product trends. We proposed that is smart teaching plan production system such as the smart teaching plan production and editing technique, the management technique for the smart teaching plan, and works for relation skill to smart teaching plan production systems. If you using the techniques that we were proposed to build effective smart teaching plan production system, management system for contents control, virtual classroom then they can management their's class and class teaching plan production, file management to teaching group easy. and those students can easy understand in their class too easy.

• Journal of Digital Contents Society
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• v.15 no.6
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• pp.721-727
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• 2014

With the advent of smart phones in 2007, smart phones have been used as not only communication device but also important education tools. In this paper, we have developed a smart phone application and its management system for the interaction in the class. The interaction between a teacher and students are important in some large classes. The smart phone application we developed removed the restrictions of interactions in a large class and reduced time need for the interactions. We found that education effects were enhanced, and the time needed for the interaction was reduced.

• Journal of The Korean Association For Science Education
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• v.39 no.6
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• pp.777-790
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• 2019

The purpose of this study is to investigate the experience of teachers who apply Smart-technology in elementary school STEAM class and the reasons, difficulties when applying the technology and required support. Semi-structured in-depth interviews were conducted with six elementary school teachers with specialized knowledge in STEAM education who have experienced STEAM lessons several times before. The research findings are as follows: First, research participants utilized a variety of Smart-technology in STEAM class, most of which were experiential or interactive technology. Among the STEAM learning criteria, the Smart-technology in 'Creative Design' course was most often applied. Second, they adopted Smart Technology in STEAM class to encourage students to feel interested, actively participate in the class, enjoy indirect experience, and nurture interest in state-of-the-art technology. They used it to prepare for future societies and organize classes that are suitable for STEAM learning criteria. They also used Smart-technology because it was easy to use. Third, they found it difficult to find, secure, and use suitable Smart-technology when applying Smart-technology in the STEAM class. They also had trouble restructuring the curriculum. In addition, there were difficulties in using Smart-technology in the class such as lack of class hours, increased level of activity, insufficient physical environment and unexpected malfunction of Smart-technology, thus interrupted the class. After the class, it was hard to manage Smart-technology and also, there were difficulties in assessment, record, and negative awareness of surrounding people. Fourth, they mentioned that's suggesting education guidelines, develop, and distribute educational materials are required to enable 'Creative Design,' reduce educational content, provide training, secure Smart-technology equipment and provide Wi-Fi, support teacher's club and communities and create an atmosphere to emotionally support teachers in order to activate using Smart-technology in STEAM class.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.9 no.8
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• pp.2894-2909
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• 2015

As the number of mobile devices such as smart phones and tablets explodes, the need for new services or applications is also rapidly increasing. Smart class application is one of the emerging applications, in which most of contents are distributed to all members of a class simultaneously. It is highly required to select relay nodes to cover shadow area of radio as well as extend coverage, but existing algorithms in a smart class environment suffer from high control packet overhead and delay for exchanging topology information among all pairs of nodes to select relay nodes. In addition, the relay selection procedure should be repeated in order to adapt to the dynamic topology changes caused by link status changes or device's movement. This paper proposes the learning based relay selection algorithm to overcome aforementioned problems. The key idea is that every node keeps track of its relay quality in a fully distributed manner, where RQI (Relay Quality Indicator) is newly defined to measure both the ability of receiving packets from content source and the ability of successfully relaying them to successors. The RQI of each node is updated whenever it receives or relays broadcast packet, and the node having the higher RQI is selected as a relay node in a distributed and run-time manner. Thus, the proposed algorithm not only removes the overhead for obtaining prior knowledge to select relay nodes, but also provides the adaptability to the dynamic topology changes. The network simulation and experimental results prove that the proposed algorithm provides efficient and reliable content distribution to all members in a smart class as well adaptability against network dynamics.

• Journal of Dental Rehabilitation and Applied Science
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• v.38 no.2
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• pp.81-89
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• 2022

Purpose: Wireless endodontic handpieces (WEH) are widely used in dental clinics due to their convenience and portability. This study aimed to compare the vibration magnitudes and patterns generated by five WEH. Materials and Methods: Vibration acceleration of five WEH (X-Smart IQ, E connect S, Endo A Class, ENDOIT, and TRAUS ENDO) in the rotary and reciprocating motion was measured with accelerometer The average vibration acceleration was analyzed using the t-test, Welch's ANOVA test, and Dunnett T3 test at P < 0.05. Results: In all WEH, the average vibration acceleration in reciprocating motion was significantly higher than that in rotary motion (P < 0.001). In rotary motion, repeated vibration graphs of constant amplitude were obtained without sudden changes in the magnitude of vibration, and the average vibration acceleration value was high in the order of X Smart IQ, Endo A Class, ENDOIT, E Connect S, and TRAUS ENDO (P < 0.001), there was no statistically significant difference between X Smart IQ and Endo A Class. In reciprocating motion, a vibration graph was obtained in which large amplitude peaks appear at specific points within one cycle are repeated. The average vibration acceleration value was highest in the order of X Smart IQ, E Connect S, Endo A class, ENDOIT, and TRAUS ENDO (P < 0.001). Conclusion: Regardless of the type of WEH, greater vibration occurred in the reciprocating motion than in the rotary motion (P < 0.001). In the reciprocating motion, there was a difference in vibration for all handpieces (P < 0.001).

• Journal of Digital Convergence
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• v.19 no.1
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• pp.1-10
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• 2021

The purpose of the study is to investigate the impact and analyze the effect of smart learning based class to on the students with low academic achievement level. The study performed in G University in 2018 among students taking calculus II class. It includes 16 students with low academic achievement level, whose grades were under C in the previous calculus I class. They belonged to special class consisted of very low academic achievement level and had to pass calculus II. 3D and AR were actively used in the class. The result shows that they got visual understanding of space, which revealed through analyzing SNS, mid-term and final examination, lecture evaluation. Also, smart learning based mathematics class utilizing smartphone's application elevated academic achievement level and influenced positively on the interest and attitude toward mathematics regardless of previous academic achievement level.