• Korean Journal of Mathematics
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• 제19권4호
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• pp.495-521
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• 2011

예비교사들에게 가상수업을 실시하여 가상 수학수업에 대한 자기평가와 동료평가 및 교수자의 평가를 실시한 결과, 가상 수학수업에 대한 자기평가와 동료평가 교수자의 평가에 차이가 나타났다. 예비교사들이 가상수업에 대한 자기평가와 동료평가의 많은 경험을 통하여 교수방법을 반성할 기회를 가지도록 해야 할 것으로 보인다.

• 한국지능시스템학회:학술대회논문집
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• 한국퍼지및지능시스템학회 2003년도 ISIS 2003
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• pp.70-73
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• 2003

This paper proposes a movement instruction system using virtual environment. This system consists of a monitor, cameras, ana a PC. A learner is coached by a virtual instructor that is displayed in virtual environment as 3 dimensional computer graphics on the monitor. Virtual instructor shows sample movement and suggests mistakes of learner's movement by recognizing movement of learner's movement from the picture that cameras capture. To improve the robust characteristic of information from cameras, the system enables to select optimum inputs from cameras based on learner's movement It implemented by Fuzzy associative inference system Fuzzy associative inference system is implemented by bi-directional associative memory and fuzzy rules. It is suitable to convert obscure information into clear. We implement and evaluate the movement instruction system

• International Journal of Railway
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• 제2권2호
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• pp.50-59
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• 2009

Numerous train operating companies provide training by means of driving simulators. A detailed analysis in the course of the rail research project 2TRAIN has shown that the simulation technology, the purposes of training and the overall concept of simulator-based training are rather diverse (Schmitz & Maag, 2008). A joint factor however are weak assessment capabilities and the fact that the simulator training is often not embedded into the overall competence management. This fact hinders an optimal use of the simulators. Therefore, 2TRAIN aims at the development of enhanced training and assessment tools. Taking into account that several simulators are already in use, the focus lays on the extension of existing simulation technology instead of developing entirely new systems. This extension comprises (1) a common data simulation interface (CDSI), (2) a rule-based expert system (ExSys), (3) a virtual instructor (VI), and (4) an _assessment database (AssDB). The foundation of this technical development is an assessment concept (PERMA concept) that is based on performance markers. The first part of the paper presents this assessment concept and a process model for the two major steps of driver performance assessment, i.e. (1) the specification of exercise and assessment and (2) the assessment algorithm and execution of the assessment. The second part describes the rationale and the functionalities of the simulator add-on tools. Finally, recommendations for further technical improvement and appropriate usage are given. based on the results of a pilot study.

• Journal of Information Processing Systems
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• 제16권5호
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• pp.1223-1230
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• 2020

Recently, extensive studies have been conducted to apply deep learning to reinforcement learning to solve the state-space problem. If the state-space problem was solved, reinforcement learning would become applicable in various fields. For example, users can utilize dance-tutorial systems to learn how to dance by watching and imitating a virtual instructor. The instructor can perform the optimal dance to the music, to which reinforcement learning is applied. In this study, we propose a method of reinforcement learning in which the action space is dynamically adjusted. Because actions that are not performed or are unlikely to be optimal are not learned, and the state space is not allocated, the learning time can be shortened, and the state space can be reduced. In an experiment, the proposed method shows results similar to those of traditional Q-learning even when the state space of the proposed method is reduced to approximately 0.33% of that of Q-learning. Consequently, the proposed method reduces the cost and time required for learning. Traditional Q-learning requires 6 million state spaces for learning 100,000 times. In contrast, the proposed method requires only 20,000 state spaces. A higher winning rate can be achieved in a shorter period of time by retrieving 20,000 state spaces instead of 6 million.

• 한국컴퓨터산업학회논문지
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• 제5권4호
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• pp.435-442
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• 2004

가상대학에서는 언제 어디서나 마우스나 키보드를 몇 번 누름으로써 쉽게 강의를 듣고 공부 할 수 있다. 많은 사람들은 가상대학이 시간을 절약할 수 있으며, 학습을 향상시킬 수 있으리라고 믿고 있다. 가상대학 강좌를 선택한 학생이 얼마나 학습했는지를 점검하기 위해서 강사는 얼마나 많은 학생이 이해했으며 학생들의 어려운 문제점이 무엇인지 반드시 알아야 한다. 이러한 조건들이 점검되지 못한다면, 가상대학 강좌는 매우 어렵고 지루하게 느껴질 것이다. 본 논문에서는 이해한 학생과 이해하지 못한 학생을 가르치는 쌍방향 지능형 강의 시스템을 소개한다. 컴퓨터 모의 실험결과 쌍방향 가상 수업 시스템이 이해하지 못한 학생을 고려하지 않은 기존의 단방향 가상 수업시스템보다 훨씬 효과적인 것을 입증했다.

• Journal of Information Technology Applications and Management
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• 제13권3호
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• pp.89-105
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• 2006

Information revolution shifted the meaning of education from traditional face-to-face education to technology integrated virtual one, namely cyber education. A new way of education, however, has not constituted its methodological standards either performance measurement scheme. The study probes the critical factors that influence students' achievement and satisfaction especially in the cyber education environment. Using hierarchical regression, important factors for students' achievement and satisfaction in the management education environment are presented. The results indicate that students' individual characteristics are relatively less influential for cyber education success. Rather, institutional supports including provision of in-depth interaction among students and with the instructor are more critical. We can infer that cyber education essentially requires three factors: in-depth interactions with instructor collaborative environment among peer students technical support from the institution.

• International Journal of Advanced Culture Technology
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• 제12권2호
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• pp.7-15
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• 2024

Despite a recent surge in multifaceted research on AI-integrated language learning, empirical studies in this area remain limited. This study adopts a Human-Generative AI parallel processing model to examine students' perceptions, asking 182 college students to independently construct knowledge and then compare their efforts with the results generated through in-classroom conversations with ChatGPT 3.5. In questionnaire responses, most students indicated that they found these activities useful and expressed a keen interest in learning various ways to utilize generative AI for language learning with instructor guidance. The findings confirm that ChatGPT's potential as a virtual conversation partner. Identifying specific reasons for the perceived usefulness of conversation activities and drawbacks of ChatGPT, this study emphasizes the importance of teachers staying informed about both the latest advances in technology and their limitations. We recommend that teachers endeavor to creatively design various classroom activities using AI technology.

• 한국인터넷방송통신학회논문지
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• 제8권6호
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• pp.133-139
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• 2008

가상대학은 언제어디서나 컴퓨터만 소지하고 있다면 단순히 마우스나 키보드를 몇 번 클릭함으로서 강의를 쉽게 학습할 수 있다. 많은 사람들이 가상대학이 시간을 절약할 수 있고 학습을 향상시킬 수 있다고 믿고 있다. 가상대학 강좌를 선택한 학생이 얼마나 학습했는지를 점검하기 위해서 강사는 얼마나 많은 학생이 이해했으며 학생들의 어려운 문제점이 무엇인지 반드시 알아야 한다. 이러한 조건들이 점검되지 못한다면, 가상대학 강좌는 매우 어렵고 지루하게 느껴질 것이다. 본 논문에서는 이해한 학생과 이해하지 못한 학생을 가르치는 쌍방향 지능형 강의 시스템을 소개한다. 컴퓨터 모의 실험결과 쌍방향 가상 수업 시스템이 이해하지 못한 학생을 고려하지 않은 기존의 단방향 가상 수업시스템보다 훨씬 효과적인 것을 입증했다.

• 정보처리학회논문지D
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• 제11D권6호
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• pp.1259-1268
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• 2004

제한된 훈련장안에서 실전에 대비한 훈련이 되려면, 다양한 전투상황이 부여된 현실감 있는 모의훈련이 필수적이다. 본 논문에서는 현실감 있는 모의훈련을 위해 가상영상이 아닌 지상기반 CCD 카메라영상에 지정된 시나리오대로 가상표적을 전시하는 방법을 제안한다. 이를 위해 고해상도 GeoTIFF(Geographic Tag Image File Format) 위성 영상과 DTED(Digital Terrain Elevation Data)를 이용하여 현실감 있는 3차원 모델을 생성(운용자용)하고, 입력된 CCD 영상(운용자, 훈련자용)으로부터 도로를 추출하였다. 위성영상과 지상기반 센서영상은 관측위치, 분해능, 스케일 등에 많은 차이가 있어 특징기반 정합이 어렵다. 따라서 본 논문에서는 영상 워핑함수인 TPS(Thin-Plate Spline) 보간 함수를 일치하는 두개의 제어점 집합에 적용하여 3차원 모델에 표시된 이동경로를 따라 CCD 영상에서도 표적이 전시되는 이동 동기화 방법을 제안하였다. 실험환경은 Pentium4 1.8MHz(RAM 512M)의 PC 2대를 사용하였으며, 실험 영상은 대전지역의 위성영상과 CCD 영상을 이용, 제안한 알고리즘의 유효성을 입증하였다.

• 국제학술발표논문집
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• The 9th International Conference on Construction Engineering and Project Management
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• pp.476-483
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• 2022

The novel coronavirus pandemic has had a significant impact on society and everyday life. The pandemic imposed a global shutdown leading to many challenges such as the suspension of academic programs at universities. The result of this suspension contributed to the rapid overnight migration of educational activities from traditional face-to-face learning to a virtual environment which until then was unfamiliar to both instructors and students. This study identified the experiences faced by built environment higher education instructors in KwaZulu-Natal, South Africa during this sudden switch to online teaching and learning. This pilot study employed a quantitative research approach to survey instructor experiences on online teaching and learning during a global pandemic. The data was computed and analyzed using IBM Statistical Package for Social Sciences (SPSS) version 27. Descriptive statistics were used to analyze the data collected. The study sample comprised of 20 higher education instructors in the region of the KwaZulu Natal province in South Africa. Findings from the study revealed that instructors faced adaptive challenges with rapidly having to redesign and remodel the mode of academic course delivery and assessments to suit an online platform. Additionally, instructors observed that students faced technological challenges such as connectivity and navigating the online learning management system platforms. The challenges identified by instructors and students can be effectively transformed to opportunities for future learning under the 'new normal'.