• Journal of Drive and Control
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• v.20 no.4
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• pp.92-99
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• 2023

Autonomous vehicles should recognize and respond to the specified speed to drive in compliance with regulations. To recognize the specified speed, the most representative method is to read the numbers of the signs by recognizing the speed signs in the front camera image. This study proposes a method that utilizes YOLO-Labeling-Labeling-EfficientNet. The sign box is first recognized with YOLO, and the numeric digit is extracted according to the pixel value from the recognized box through two labeling stages. After that, the number of each digit is recognized using EfficientNet (CNN) learned with the virtual environment dataset produced directly. In addition, we estimated the depth of information from the height value of the recognized sign through regression analysis. We verified the proposed algorithm using the virtual racing environment and GTSRB, and proved its real-time performance and efficient recognition performance.

• International Journal of Computer Science & Network Security
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• v.24 no.1
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• pp.209-214
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• 2024

This is an extended research paper focusing on the applications of Machine Learing and Artificial Intelligence in virtual learning environment. The world is moving at a fast pace having the application of Machine Learning (ML) and Artificial Intelligence (AI) in all the major disciplines and the educational sector is also not untouched by its impact especially in an online learning environment. This paper attempts to elaborate on the benefits of ML and AI in E-Learning (EL) in general and explain how King Khalid University (KKU) EL Deanship is making the best of ML and AI in its practices. Also, researchers have focused on the future of ML and AI in any academic program. This research is descriptive in nature; results are based on qualitative analysis done through tools and techniques of EL applied in KKU as an example but the same modus operandi can be implemented by any institution in its EL platform. KKU is using Learning Management Services (LMS) for providing online learning practices and Blackboard (BB) for sharing online learning resources, therefore these tools are considered by the researchers for explaining the results of ML and AI.

• 제어로봇시스템학회:학술대회논문집
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• 2003.10a
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• pp.1517-1520
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• 2003

Generally, the environment we want to apply classifier system to is composed of several state spaces. So in this paper, we propose the layered classifier system having multifarious rule bases. From sensor's inputs, the lower layer of the layered classifier system learns strategies for each environmental state space. The higher layer learns how to allot each rule base of the strategy for environmental state space properly. To evaluate the proposed architecture of classifier system, we designed virtual environment having multifarious state spaces and from the analysis of the experimental results, we affirm that layered classifier system could find better strategies during a little time than other established classifier system's findings.

• Fourth Industrial Review
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• v.2 no.2
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• pp.1-9
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• 2022

Purpose - The purpose is to present an efficient library-use education model in the form of flip learning, reflecting traditional teaching methods and gamification elements even in such non-face-to-face and face-to-face situations after COVID-19. Research design, data, and methodology - Research on library use education, research on ubiquitous environment and gamification instructional design, flip the learning, and gamification elements are classified, compared, and analyzed to present educational models for library education, COVID-19 Pandemic situation, and subsequent library use education. Result - We propose an e-learning content development strategy for flipped learning-based library education. First, benchmark and use the existing educational contents. Second, a user-friendly interface is configured so that learners can flexibly organize their learning contents. Third, it allows learners to experience it directly or indirectly in a virtual space. Conclusion - If the e-learning environment can be standardized to the level of schools or educational institutions, a good educational model that can be used not only in library user education but also in other fields will be possible.

• Journal of The Korean Association of Information Education
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• v.12 no.4
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• pp.417-425
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• 2008

The purpose of this study is to explore the educational potential of digital story telling in Second Life with three-dimensional virtual reality. Virtual reality such a Second Life can provide to learner chance with the rich learning environment through fidelity. In this study, we have been measured the fun and comprehension among three groups on digital storytelling types. Through the result of experimental, comprehension was no significant but fun was different among three groups on storytelling. we have the result that experiential activity in virtual reality that provide to get the identification as a main character, good environment is influenced the fun to learner via engagement facilitation.

• 한국HCI학회:학술대회논문집
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• 2009.02a
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• pp.2078-2079
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• 2009

This research suggests the framework for human body learning system using various forms of bidirectional interfaces. The existing systems mostly use the limited and unidirectional methods which are merely focused on the visual information. Our system provides more realistic visual information using 3D organ models from the real human body. Also we combine the haptic and augmented reality techniques into our system for wider range of interaction means. Through this research, we aim to overcome the limitation of existing science education systems and explore the effective scheme to fuse the real and virtual educational environment into one.

• International conference on construction engineering and project management
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• 2022.06a
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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'.

• Proceedings of the Korean Society for Technology of Plasticity Conference
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• 2003.10b
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• pp.115-122
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• 2003

This paper presents the development of a virtual forging factory framework. The technologies of virtual reality and relational database had been integrated in the developed framework using Microsoft $Windows^{(R)}$ programming as the main technique so as to emulate a physical forging factory. The developed virtual forging factory consists of forging cells and a forging cell is comprised of forging machine, forging die, and forging operations forming a forging production line. The technology of virtual reality had been successfully adopted in the production simulation of manufacturing such as CNC and robotics. However, the application in virtual forging factory seems to have not been studied yet. Potential application of a virtual forging factory can be beneficial to (1) computer aided instruction, (2) shorten the learning curve of a novice, (3) remote diagnosis and monitoring when remote monitoring and control technology and signal inspection is considered, (4) improve adverse forging environment when remote forging technology is applied, and (5) virtual reality application.

• KNOM Review
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• v.21 no.2
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• pp.1-9
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• 2018

Network virtualization refers to a technology creating independent virtual network environment on a physical network. Network virtualization technology can share the physical network resources to reduce the cost of establishing the network for each user and enables the network administrator to dynamically change the network configuration according to the purpose. Although the network management can be handled dynamically, the management is manual, and it does not maximize the profit of network virtualization. In this paper, we propose Machine-Learning technology to allow the network to learn by itself and manage its management dynamically. The proposed approach is to dynamically allocate appropriate resources by predicting resource demand of VNF in service function chaining, which is a core and essential problem in virtual network management. Our goal is to predict the resource demand of the VNF and dynamically allocate the appropriate resources to reduce the cost of network operation while preventing service interruption.

• Asia pacific journal of information systems
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• v.22 no.2
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• pp.39-69
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• 2012

With the advent of communication technologies including electronic collaborative tools and conferencing systems provided over the Internet, virtual collaboration is becoming increasingly common in organizations. Virtual collaboration refers to an environment in which the people working together are interdependent in their tasks, share responsibility for outcomes, are geographically dispersed, and rely on mediated rather than face-to face, communication to produce an outcome. Research suggests that new sets of individual skill, knowledge, and ability (SKAs) are required to perform effectively in today's virtualized workplace, which is labeled as individual virtual competence. It is also argued that use of online social networking sites may influence not only individuals' daily lives but also their capability to manage their work-related relationships in organizations, which in turn leads to better performance. The existing research regarding (1) the relationship between virtual competence and task performance and (2) the relationship between online networking and task performance has been conducted based on different theoretical perspectives so that little is known about how online social networking and virtual competence interplay to predict individuals' task performance. To fill this gap, this study raises the following research questions: (1) What is the individual virtual competence required for better adjustment to the virtual collaboration environment? (2) How does online networking via diverse social network service sites influence individuals' task performance in organizations? (3) How do the joint effects of individual virtual competence and online networking influence task performance? To address these research questions, we first draw on the prior literature and derive four dimensions of individual virtual competence that are related with an individual's self-concept, knowledge and ability. Computer self-efficacy is defined as the extent to which an individual beliefs in his or her ability to use computer technology broadly. Remotework self-efficacy is defined as the extent to which an individual beliefs in his or her ability to work and perform joint tasks with others in virtual settings. Virtual media skill is defined as the degree of confidence of individuals to function in their work role without face-to-face interactions. Virtual social skill is an individual's skill level in using technologies to communicate in virtual settings to their full potential. It should be noted that the concept of virtual social skill is different from the self-efficacy and captures an individual's cognition-based ability to build social relationships with others in virtual settings. Next, we discuss how online networking influences both individual virtual competence and task performance based on the social network theory and the social learning theory. We argue that online networking may enhance individuals' capability in expanding their social networks with low costs. We also argue that online networking may enable individuals to learn the necessary skills regarding how they use technological functions, communicate with others, and share information and make social relations using the technical functions provided by electronic media, consequently increasing individual virtual competence. To examine the relationships among online networking, virtual competence, and task performance, we developed research models (the mediation, interaction, and additive models, respectively) by integrating the social network theory and the social learning theory. Using data from 112 employees of a virtualized company, we tested the proposed research models. The results of analysis partly support the mediation model in that online social networking positively influences individuals' computer self-efficacy, virtual social skill, and virtual media skill, which are key predictors of individuals' task performance. Furthermore, the results of the analysis partly support the interaction model in that the level of remotework self-efficacy moderates the relationship between online social networking and task performance. The results paint a picture of people adjusting to virtual collaboration that constrains and enables their task performance. This study contributes to research and practice. First, we suggest a shift of research focus to the individual level when examining virtual phenomena and theorize that online social networking can enhance individual virtual competence in some aspects. Second, we replicate and advance the prior competence literature by linking each component of virtual competence and objective task performance. The results of this study provide useful insights into how human resource responsibilities assess employees' weakness and strength when they organize virtualized groups or projects. Furthermore, it provides managers with insights into the kinds of development or training programs that they can engage in with their employees to advance their ability to undertake virtual work.