• The Journal of Korean Association of Computer Education
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• v.6 no.3
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• pp.109-117
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• 2003

The Internet has been growing explosively in recent years. The Quality as well as the quantity of web material become the interest of both industry and academic field. The purpose of this article is to investigate the possibility of the utilization of the usability test for the improvement of the quality of instructional web contents. Literatures on the usability and usability test was reviewed, a WBI development model was modified to incorporate the usability test, and a website was developed as a case. In developing the web contents, the process of the usability test indicated by the model was applied. Some practical suggestions on implementing usability test were made and the methods of effective use of the test were discussed.

• The Journal of Korean Association of Computer Education
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• v.4 no.1
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• pp.87-97
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• 2001

With coming information society and universal use of internet, we have been concerned about the educational utilization of the internet. Recognizing the growing need for the use of the internet in education, there are many research of WBI According to behaviorism learning theory, learning effects are extremely improved when immediate feedback is offered to learner. In this paper, we designed and implemented feedback BBS that offers immediately reponses to learner. The feedback BBS was implemented using PHP and MySQL. And we evaluated implemented feedback BBS by questionnaire.

• International Journal of Oral Biology
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• v.34 no.3
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• pp.137-142
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• 2009

Whole-body $\gamma$-irradiation(WBI), which produces an oxidative stress, is reported to attenuate the acute antinociceptive action of morphine (a $\mu$-opioid receptor agonist), but not DPLPE (a $\delta$-opioid receptor agonist), in mice. Recently, we also reported that antinociceptive effect of morphine, but not $\beta$-endorphin (a novel $\varepsilon$-opioid receptor agonist), was attenuated by oxidative stress. These findings prompted us to investigate the effect of WBI on the antinociception of morphine and $\beta$-endorphin in mice. Mice were exposed to WBI (5 Gy) from a $^{60}Co$ gamma-source and tested 2 hours later for antinociception produced by intracerebroventricular administration of morphine or $\beta$-endorphin using the hot water tail-immersion and the writhing tests. WBI significantly attenuated the antinociception produced by morphine only in the hot water tail-immersion test, whereas the antinociception of $\beta$-endorphin was significantly potentiated by WBI in both tests. These results demonstrate a differential sensitivity of $\mu$- and $\varepsilon$-opioid receptors to WBI, and support the hypothesis that morphine and $\beta$-endorphin administered supraspinally produce antinociception by different neuronal mechanisms.

• International Journal of Oral Biology
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• v.37 no.1
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• pp.1-7
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• 2012

Opioid receptors have been pharmacologically classified as ${\mu}$, ${\delta}$, ${\kappa}$ and ${\varepsilon}$. We have recently reported that the antinociceptive effect of morphine (a ${\mu}$-opioid receptor agonist), but not that of ${\beta}$-endorphin (a novel ${\mu}/{\varepsilon}$-opioid receptor agonist), is attenuated by whole body irradiation (WBI). It is unclear at present whether WBI has differential effects on the antinociceptive effects of ${\mu}-$, ${\delta}-$, ${\kappa}-$ and ${\varepsilon}$-opioid receptor agonists. In our current experiments, male ICR mice were exposed to WBI (5Gy) from a $^{60}Co$ gamma-source and the antinociceptive effects of opioid receptor agonists were assessed two hours later using the hot water ($52^{\circ}C$) tail-immersion test. Morphine and $D-Ala^2$, $N-Me-Phe^4$, Gly-olenkephalin (DAMGO), [$D-Pen^2-D-Pen^5$] enkephalin (DPDPE), trans-3,4-Dichloro-N-methyl-N-[2-(1-pyrrolidinyl)-cyclohexyl]-benzeneacetamide (U50,488H), and ${\beta}$-endorphin were tested as agonists for ${\mu}$, ${\delta}$, ${\kappa}$, and ${\varepsilon}$-opioid receptors, respectively. WBI significantly attenuated the antinociceptive effects of morphine and DAMGO, but increased those of ${\beta}$-endorphin. The antinociceptive effects of DPDPE and U50,488H were not affected by WBI. In addition, to more preciously understand the differential effects of WBI on ${\mu}-$ and ${\varepsilon}$-opioid receptor agonists, we assessed pretreatment effects of ${\beta}$-funaltrexamine (${\beta}$-FNA, a ${\mu}$-opioid receptor antagonist) or ${\beta}$-$endorphin_{1-27}$ (${\beta}$-$EP_{1-27}$, an ${\varepsilon}$-opioid receptor antagonist), and found that pretreatment with ${\beta}$-FNA significantly attenuated the antinociceptive effects of morphine and ${\beta}$-endorphin by WBI. ${\beta}$-$EP_{1-27}$ significantly reversed the attenuation of morphine by WBI and significantly attenuated the increased effects of ${\beta}$-endorphin by WBI. The results demonstrate differential sensitivities of opioid receptors to WBI, especially for ${\mu}-$ and ${\varepsilon}$-opioid receptors.

• The Journal of Korean Association of Computer Education
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• v.7 no.5
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• pp.9-21
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• 2004

In spite of the strong request that Internet, a new IT technique, should be extensively used in classroom settings, WBI is not still wide spread. One possible reason is that most WBIs developed so far are not qualitatively different from the traditional classroom ones and various design models for WBI are unknown. Developing a WBI program according to Goal-based Scenarios (GBS), a constructivistic instructional design model, this study offers a useful case for the design and development of WBI to educators and implementers. The program developed embodied seven important components of the GBS model. The development process also included needs assessment, task analysis, and learner and environment analysis, which are the basic components of the domain of instructional design. The GBS development case in this article will provide concrete guidelines to educational practitioners who have an intention to create a new type of WBI in schools as well as in corporate.

• Proceedings of the Korea Society of Information Technology Applications Conference
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• 2003.06a
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• pp.39-39
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• 2003

• Journal of The Korean Association of Information Education
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• v.6 no.3
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• pp.328-337
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• 2002

Looking at multimedia education contents from a design point of view, the instructor's design model may differ from the child's understanding model due to gap of the instructor's and child's knowledge. This fact implies it impacts the effectiveness of the education contents. The learning efficiency of Korean typography in WBI for children depends on the font-family, line space, font-size, the age of user, the output device such as the monitor, and other various factors. In this paper, we measured and analyzed on readability of Korean typography in WBI for children by reading speed method. The results of experiments show that readability depends on the font-family of typography, age(grade), and sex of children. In detail, "Goolymche" has the shortest time to be read, and girl and the highest grade students of elementary school have shorter time than boy and the lower grade students. Moreover, we consider the elegance of typography in WBI for holding children's interests because they prefer "Yopseoche". We provide some CSSs in WBI for children based on the experimental results, to used in school fields.

• Journal of The Korean Association For Science Education
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• v.21 no.2
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• pp.264-278
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• 2001

The purpose of this study was to develop the web based instruction(WBI) program, to examine its effects on the science achievement, the attitude toward science, and students' perceptions on the WBI learning. The WBI program on the content of oceanography unit in Earth Science for high schools was developed using Namo 4.0, JAVA-script, Flash 4, Video Capture of SnagIt, Animation Shop graphic tools. The treatment group consisted of students who participated in the WBI program developed in this study, and the control group consisted of students who participated in the module instruction using self-learning materials. The results from this study were as follows: First, the scores of science achievement of WBI group were significantly higher than those of module group. There was not interaction effect of treatment and students' learning ability. Second, there were no significant difference in the scores of the attitude towards science learning between WBI group and module group, and there was not interaction effect of treatment and students' learning ability. Third, in the perception questionnaire of WBI learning, many students showed the WBI learning were good in terms of causing interaction between learners and web based learning materials including various images and animations. However there are several students who showed learning difficulties. For example they wonder which part is more important and what order is proper to study in hypertext environment.

• Proceedings of the Korean Information Science Society Conference
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• 2001.10b
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• pp.604-606
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• 2001

현대사회가 정보화 되어감에 따라 교육분야에서 컴퓨터의 가치는 더욱 높아지고 있으며, 이러한 요구에 발맞추어 컴퓨터를 이용한 교육 기술과 구현 기술은 저작도구를 중심으로 발견하고 있다. 또한 기술공학의 발전으로 교육기회의 확대와 교육방식에 대한 새로운 패러다임을 제시되고 있으며 새로운 형태의 학습을 가능케 하고 있다. 이러한 수세에 따라 상호 작용성이 보다 강화된 원격통신 기술에 기초한 새로운 WBI의 형태가 나타나고 있다. 본 논문에서는 WBI의 기능을 통해 일률적인 WBI(Web Based Instruction)의 컨텐츠 속에서 자신의 수준에 적절하지 않는 수업을 받았던 학습자에게 수준별 학습을 통해 교수과정과 학습과정에 최대한 도움을 주고 학습자의 학습능력을 극대화시키는 효과를 기대한다. 재사용 가능한 컴포넌트와 라이브러리를 통해 쉽고 빠른 웹 개발지원이 가능한 JSP를 사용하여 운영체제에 독립적인 설계를 하며, 이를 통해 개발자의 편의를 극대화 할 수 있다. 또한 교사와 학생의 빠른 상호 작용성을 기대하며, 교수지원 학습평가(LE Loarning Evaluation) 컴포넌트를 통해 수업의 패러다임이나 교수방법을 수정해야 함을 교수에게 가시적으로 제시한다. WBI 도메인에서 교수지원을 위한 부분의 피드백과 재사용의 가능성을 제공함으로써 개발과 비용 면에서의 높은 효율성을 보장하고, WBI 수업모형의 표준화를 기대한다. 이를 통해 교수가 가지는 교수목표를 달성하는 데에 효과적인 방법을 제시한다.

• The Journal of Korean Association of Computer Education
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• v.3 no.2
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• pp.59-66
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• 2000

This study is to design and implement Excel 2000 WBI applying the Cognitive Apprentice Model. Excel 2000 is the most used Spread Sheet program and indispensable for increasing teachers' information literacy. The Cognitive Apprentice Model is one of Constructivism learning models. Constructivism is a new educational paradigm and mainly applied in education fields. This WBI is designed and implemented according to the Cognitive Apprentice Model and composed of practical contents according to Constructivism learning principle which insists learning is occurred in real situation. For more effective interaction the teacher(computer) guides the learners individually and uses a bulletin board, E-mail and chatting room.