• Proceedings of the KIEE Conference
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• 1999.11b
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• pp.216-218
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• 1999

This paper presents an advanced virtual lecture system for power system which is based on web. So far, conventional web-based virtual lecture systems which simply would use hyper-text couldn't use characteristics of multimedia in web. Comparing with printed publication, such conventional virtual lecture systems as only display on monitor couldn't be superior in validity and effectiveness. So, in this paper the proposed virtual lecture system uses web-based multimedia functions, including lecture-note and AOD(Audio on Demand), in order to overcome an individual difference of learning efficiency and suggests simple simulation programs for lecture contents which can be performed directly in on-line.

• The Journal of Korean Institute for Practical Engineering Education
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• v.3 no.1
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• pp.97-102
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• 2011

Learning system on virtual environment gives the immersive feeling that lacks in existing E-Learning system, excites user's interest, and offers dangerous and expensive education contents. In this paper, we classified the learning categories into four classes: realtime lecture, anytime study, practice education, and the activity of study group. We built the on-line lecture system using Second Life that supports 3D virtual world and mixed reality. We provided virtual learning environment as running developed virtual world on-line lecture system.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.12 no.1
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• pp.59-64
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• 2008

In this paper, we developed an virtual lecture to study digital logic circuits. The contents is intended fer the students without or with little knowledge about electrics or electronics. For the beginners, the lecture contains the basic electronics and basic circuit theory as well as the degital logic circuits to be more practical lecture. And we developed the virtual circuit lab which uses real-like devices, circuits and interactive objects for the students to experience practical digital circuits. With the features described above, this contents would be useful for the beginners who want to studying digital logic circuits.

• Journal of the Korea Society of Computer and Information
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• v.14 no.4
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• pp.119-129
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• 2009

In The increasing use of computers and high-speed Internet network has greatly influenced education, causing a veering away from the typical and traditional way of delivering instruction. Specifically, the various kinds of Web-based multimedia technology, the interactive activities on the Internet, and satellite broadcasting technology are accelerating the emergence of a virtual-lectures-based educational model, which transcends time and space. Such virtual lectures make it possible for the entire teaching-learning process to be done in a virtual learning environment, thus giving rise to problem regarding learning guidance, feedback, and appraisal. In this paper, we propose a system for attendance appraisal for learner participation degree based virtual lecture, an appraisal element in virtual learning environments. This appraisal model can set the elements of virtual learning environments in such a way as to reflect in the attendance appraisal of the opened virtual learning environment information regarding the learner's participation in class. In addition, this model motivates the learners to actively participate in the virtual learning environment and to support instructors by accomplishing the activities that are needed for attendance appraisal.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• v.9 no.1
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• pp.185-188
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• 2005

본 연구에서는 지금까지 제작되어 오는 대부분의 가상강의 시스템에서는 컨텐츠를 관리할 수 없음으로 인해 발생하는 문제점을 극복하기 위해 가상강의에서 사용되는 멀티미디어 컨텐츠를 관리할 수 있는 가상강의 컨텐츠 관리 시스템을 개발하였다. 가상강의 컨텐츠 관리 시스템 개발을 위해 먼저 가상강의에서 사용되는 컨텐츠들을 모델링을 통해 분석하여 가상강의 컨텐츠들을 종류에 따라 분류하고 분류된 컨텐츠를 위한 데이터 형과 컨텐츠를 표현하는데 필요한 속성들을 정의하였다. 또한 정의된 컨텐츠 형과 속성들을 XML을 이용하여 효과적으로 기술할 수 있도록 표준형식을 정의함으로써 제안하는 방식으로 기술된 가상강의 컨텐츠들의 재 사용성을 극대화 할 수 있도록 하였다.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.11 no.1
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• pp.20-27
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• 2007

In this paper, we presents virtual lecture contents to study educational robots assembling focused on the beginners with little or no background about electronics. Considering the target students, we developed 'virtual laboratory' using flash animation and the students can assemble the robots virtually with mouse and keyboard. Also, the contents includes lectures about some basic electronics theories. electronic devices, and the electronics tools for the beginners. With the features described above, this contents would be useful for the beginners and elementary school students who want to assembling their own robots.

• Proceedings of the Safety Management and Science Conference
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• 2000.11a
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• pp.1-5
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• 2000

With the advent of the internet era, web-based virtual training system is gaining its importance in recent years. Because of the fact that the training can take place in any place and at any time, the virtual system is now replacing many of the conventional off-line classes. Hardware environments such as communication bandwidth and computer performance gets fast enough to accommodate the virtual education. Based on the observations on current virtual training system, this paper proposes three critical design rules required when developing a new virtual training system: i) With conceptual mapping, the menu hierarchy can be organized in a clear-cut manner, ii) Extensive use of multimedia tools can help students keep their attention to the lecture materials, and iii) Provision of interaction mechanisms helps students to gain their identity and motivation.

• The Journal of the Korea Contents Association
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• v.21 no.1
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• pp.434-445
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• 2021

With the development of realistic content technology and related infrastructure, interest in the use of virtual reality content is growing. Accordingly, in the field of safety education, more and more cases of producing virtual reality-based safety education (VR safety education) contents such as experiencing disaster situations realistically by supplementing the shortcomings of existing lecture-style education. This study looked at the characteristics and effects of VR safety education compared to the existing safety education, and analyzed 104 VR safety education contents produced and disclosed to date into nine classifications based on content and form. Based on the degree of relevance between items and the two axes of 'interactionability' and 'vividness of the environment', VR safety education contents could be categorized into three types: tangible lecture type, simulation type, and game type. Through this study, we hope to contribute to the planning and production of quality VR safety education contents by considering the purpose of safety education and the characteristics of types with the expected effects.

• The Journal of Korean Academic Society of Nursing Education
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• v.26 no.2
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• pp.198-207
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• 2020

Purpose: The purpose of this study was to explore the meaning of nursing students' experiences in virtual simulation practice. Methods: The participants were six nursing students who have experience in a virtual simulation. Data were collected from August to September 2019 through a focus group interview. Giorgi's phenomenological method was used for analysis. Results: The study results revealed 3 constituents and 6 sub-constituents that are essential for nursing student's experiences in a virtual simulation. The three constituents were: "Chaos in the virtual reality", "The process of adjusting to chaos", and "Becoming an independent nurse in a safe virtual reality". Conclusion: Based on the results of this study, the following suggestions are made. Results suggest the development of virtual simulations in Korean, the use of simulations as a group activity first, and the use of simulation between lecture and practice or in the regular curriculum. The results of the study can be used as primary data for providing virtual simulation in nursing education.

• Journal of Nutrition and Health
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• v.35 no.8
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• pp.886-895
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• 2002

Introduction and application of virtual education has been rapidly increased in these days. A variation of information communication technology has an effect on education in interconnect with network as internet in the world that exceed the limit of time and regional. Computer and network communication technology through the medium of internet make an entrance cyber education as a new education paradigm. It must be affective on learner who have various educational characteristics and requirements. It begins to appear quality, quantity improvements of knowledge and the development of information technology that web based cyber education. This study was conducted to develop the web based education program and to evaluate the effectiveness of learning satisfaction and accomplishment and to compare the cyber lecture system with the traditional lecture system During the second semester of 2001, this study was investigated 317 registered students in a "Food and Culture" class at Kyungwon University. The data were obtained from pre and post-study with self-administered questionnaire. The evaluation and satisfaction score of students who were registered in cyberclass was negative tendency to compare pre with post-test scores, because of insuffciency of computer-aided lecture system. The major problem was inconvenient in checking system for connecting times in cyberclass which was one of evaluation point in final score. Another problem was frequently disconnection during cyber studying and not to concentrate each time in the cyber lecture because of eye fatigue, boring due to less interesting contents than other newly developed web-site. The students was prefer to mix type of the cyber and traditional lecture type class. The result of final score an each class, the score of cyber class (71.36 $\pm$ 22.44) was significantly lower than other groups (mixed type : 76.66 $\pm$ 19.99, traditional type :79.17 $\pm$ 15.72) (p < 0.05). Cyber class was attempted to present a useful and interesting teaching and learning tool which can be applied successfully in a longer term. The result suggest that various teaching and learning strategies should be developed considering the fact that the student learn alone most in time.t in time.