• Journal of Biomedical Engineering Research
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• v.36 no.5
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• pp.235-239
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• 2015

The purpose of this study was to investigate the unstable plate system for the advanced balance ability. 7 male volunteers (age $33.7{\pm}1.2$ years, height $174.7{\pm}3.8cm$, weight $86.0{\pm}3.6kg$, BMI $28.2{\pm}2.0kg/m^2$) performed the partial squat motion on the shape of CAP type(${\cap}$) and BOWL type(${\cup}$) plate system. The range of motion (ROM) and muscle activation were acquired by the motion analysis system and the EMG system. Results of ROMs of the CAP type plate system were shown the widely range of the deviation in the ankle joint on the sagittal plane (sagittal plane - hip joint $10.7^{\circ}$ > $5.4^{\circ}$, knee joint $16.3^{\circ}$ > $6.4^{\circ}$, ankle joint $18.8^{\circ}$ > $6.3^{\circ}$ ; transverse plane - hip joint $3.5^{\circ}$ > $1.8^{\circ}$, knee joint $5.3^{\circ}$ > $3.4^{\circ}$, ankle joint $11.3^{\circ}$ > $5.3^{\circ}$ ; frontal plane - hip joint $0.9^{\circ}$ > $0.5^{\circ}$, knee joint $0.8^{\circ}$ > $0.6^{\circ}$, ankle joint $4.8^{\circ}$ > $3.7^{\circ}$). Muscle activation results of the CAP type plate system were indicated higher in major muscles for balance performance than the BOWL type plate system (vastus lateralis 0.90 > 0.62, peroneus longus 0.49 > 0.21, biceps femoris 0.38 > 0.14, gastrocnemius 0.11 > 0.05). These findings may indicate that the CAP type plate system would expect better effectiveness in perform the balance training. This paper is primary study for developing balance skills enhancement training device.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.3
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• pp.262-277
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• 2017

Digital textbooks enable learning that is appropriate to the characteristics and level of learners through various interactions. The purpose of this study was to develop an instruction model that can more effectively use digital textbooks in elementary science classes and to verify its effectiveness. The results were as follows. The instruction model for helping learners complete their learning by using digital textbooks needs to receive diagnostic assessment and feedback on entry behavior, to build a self-directed learning environment, and to interact with teachers, students, and digital textbooks as scaffolding. In this study, we developed an instruction model using digital textbooks reflecting these characteristic. The instructional model consists of preparation, practice and solidity step. In the preparation step, the learner performs a diagnostic evaluation using digital textbooks. Based on the results, feedback provided at each level can complement the entry behavior and maintain interest in learning activities. In the practice step, self-directed learning is implemented using diverse functions of digital textbooks and various types of data. In the solidity step, learners can internalize the learning contents by reviewing video clips which are provided by teachers, performing problem-solving activities, and accessing outcomes accumulated by learners in the community online. In order to verify the effectiveness of this model, we selected the "Weather and our Life" unit. This experiment was conducted using 101 students in the 5th grade in B Elementary School in Gwangju Metropolitan City. In the experimental group, 50 students learned using a smart device that embodies digital textbooks applied with the instruction model. In the comparative group, 51 students were taught using the paper textbooks. The results were as follows. First, there was a significant effect on the improvement of the learning achievement in the experimental group with low academic ability compared with the comparative group with low academic ability. Second, there was a significant effect on self-directed learning attitude in the experimental group. Third, in the experimental group, the number of interactions with the learner, teacher, and digital textbook was higher than the comparative group. In conclusion, the digital textbooks based on the instruction model in elementary science classes developed in this study helped to improve learners' learning achievement and self-directed learning attitudes.