• KSII Transactions on Internet and Information Systems (TIIS)
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• v.13 no.6
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• pp.3074-3091
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• 2019

With the widespread use of the Internet, services for providing large-capacity multimedia data such as video-on-demand (VOD) services and video uploading sites have greatly increased. VOD service providers want to be able to provide users with high-quality keyframes of high quality videos within a few minutes after the broadcast ends. However, existing keyframe extraction tends to select keyframes whose quality as a keyframe is insufficiently considered, and it takes a long computation time because it does not consider an HD class image. In this paper, we propose a keyframe selection method that flexibly applies multiple keyframe quality metrics and improves the computation time. The main procedure is as follows. After shot boundary detection is performed, the first frames are extracted as initial keyframes. The user sets evaluation metrics and priorities by considering the genre and attributes of the video. According to the evaluation metrics and the priority, the low-quality keyframe is selected as a replacement target. The replacement target keyframe is replaced with a high-quality frame in the shot. The proposed method was subjectively evaluated by 23 votes. Approximately 45% of the replaced keyframes were improved and about 18% of the replaced keyframes were adversely affected. Also, it took about 10 minutes to complete the summary of one hour video, which resulted in a reduction of more than 44.5% of the execution time.

• Journal of Educational Research in Mathematics
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• v.8 no.1
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• pp.145-162
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• 1998

This study investigated the effect of teaching mathematical communication in mathematics learning. Cooperative learning, mathematics pin pals, and writing a mathematics diary were used to teach how to communicate mathematically. The experimental group was assigned to cooperate in class, to write a mathematics diary at the end of each class, and to exchange the mathematics pen pals once a week. The control group was taught by the traditional teaching method. The results were analyzed quantitatively and qualitatively. The learning achievement between the two groups was performed with pretests and posttests. And after this study, mathematics pen pals, video protocol and open-ended test were analyzed. The results of this study are the following: 1. There were little differences in learning achievement test between the group taught through communication and those not. And there were little differences in the results of achievement test between the two groups-high and low level classes.2. Cooperative learning, writing a mathematics diary and mathematics pen pals were effective as methods of teaching communication mathematically. The analysis of mathematics pen pals which is to investigate student's writing abilities showed that pen pal partners were improved in QCAI communication levels. There was a significant difference between the two groups in open-ended test. This means that communication learning has an effect on the tests for mathematical thought, reasoning, and creative thought. The analysis of video protocol showed that four students in a cooperative group were improved in their speaking and listening abilities.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.15 no.2
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• pp.57-63
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• 2015

There are increasing demands for the transmission of high speed and non-compressed video informations. The video data usually compressed before transmission for reducing the data. And the received data uncompressed at a receiver, consequently the processing delay is unavoided. In this paper, we implement a 60 GHz band wireless transmission system for real time multimedia contents transmission, and successfully transmit the full HD class uncompressed video information at 4 Gbps with 20 m apart. Hence the non-compressed video data from a remote camera or a smart phone can be transmitted and displayed in a large screen in real time via the developed transceiver system.

• Journal of the Korea Society of Computer and Information
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• v.23 no.2
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• pp.117-123
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• 2018

This article is to investigate the possibility that project-based classes introducing mobile phones can replace the monotony of traditional classes led by teachers as well as they can encourage students to take active part in the classes to some extent. The students in groups choose a genre for their own video projects (e.g., movie, drama, news, documentary, and commercial) and produce the video contents using a mobile phone for presentation made at the end of a semester. In the sense that the students are allowed to do video-based mobile phone projects, they can work independently outside of class, where time and space are more flexible and students are free from the anxiety of speaking or acting in front of an audience. A mobile phone project consists of around five stages done both in and outside of the classroom. All of these stages can be graded independently, including genre selection, drafting of scripts, peer review and revision, rehearsals, and presentation of the video. Feedback is given to students. After the presentation, students filled out a survey questionnaire sheet devised to analyze students' responses toward preferences and level of difficulty of the project activity. Finally, proposals are made for introduction of a better mobile phone-based project classes.

• Journal of the Korea Society of Computer and Information
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• v.22 no.6
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• pp.33-40
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• 2017

This article is to investigate the possibility that project-based classes introducing mobile phones can replace the monotony of traditional classes led by teachers as well as they can encourage students to take active part in the classes to some extent. The students in groups choose a genre for their own video projects (e.g., movie, drama, news, documentary, and commercial) and produce the video contents using a mobile phone for presentation made at the end of a semester. In the sense that the students are allowed to do video-based mobile phone projects, they can work independently outside of class, where time and space are more flexible and students are free from the anxiety of speaking or acting in front of an audience. A mobile phone project consists of around five stages done both in and outside of the classroom. All of these stages can be graded independently, including genre selection, drafting of scripts, peer review and revision, rehearsals, and presentation of the video. Feedback is given to students. After the presentation, students filled out a survey questionnaire sheet devised to analyze students' responses toward preferences and level of difficulty of the project activity. Finally, proposals are made for introduction of a better mobile phone-based project classes.

• International Journal of Computer Science & Network Security
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• v.22 no.12
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• pp.13-18
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• 2022

In the post-information era, most of technologies have a visual part, or at least some functions related to visualization. It is also one of the popular means of presenting materials in education area. However, despite its popularity, the impact of visualization on the effectiveness of learning still remains controversial. Even more controversial is its usefulness in developing creativity, which is one of the most important skills for today's employee. The authors considered the use of visualization as a tool for the development of children's creativity on the example of learning video games, in particular, ClassCraft to distinguish features that, from the point of view of psychology, may lead to developing creativity even being not useful for educational purposes. It is concluded that video games useful for learning may have features, that are inappropriate in formal educational context, but important to develop creative thinking.

• Korean Journal of Human Ecology
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• v.22 no.6
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• pp.571-586
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• 2013

The purpose of this study was to examine educational meanings of snack and lunch time of 4-year-old children and their teachers in a kindergarten class. The study was done in the Class of 4-year-old children in S Kindergarten located in Songpa-gu, Seoul. And 30 children of this class, Teacher A who is the teacher in charge of the Class, and Teacher B who is the researcher and teacher in charge of it participated in it. The study was carried out by the ethnography method and data collection was done through participation observation, interviews, video and voice recording, and data collection of photography shooting. The results are as follow: First, the children had private conversations, shared their cultures, deepened and expanded their existing concepts, expressed their emotions and relieved their tension, and strengthened relations with friends during the snack and lunch time. Second, the teachers promoted conversation and communication, gave the opportunity that the children can set the lunch table by themselves and tried to make the snack and lunch time with the children by discussing what they are how they are operated with them together. In conclusion, the snack and lunch time can be more meaningful time for children when there are proper educational plans and support of teachers which are considered children's viewpoints.

• IEMEK Journal of Embedded Systems and Applications
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• v.10 no.5
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• pp.325-333
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• 2015

Vision based night-time vehicle detection has been an emerging research field in various advanced driver assistance systems(ADAS) and automotive vehicle as well as automatic head-lamp control. In this paper, we propose night-time vehicle detection method based on multi-class support vector machine(SVM) that consists of thresholding, labeling, feature extraction, and multi-class SVM. Vehicle light candidate blobs are extracted by local mean based thresholding following by labeling process. Seven geometric and stochastic features are extracted from each candidate through the feature extraction step. Each candidate blob is classified into vehicle light or not by multi-class SVM. Four different multi-class SVM including one-against-all(OAA), one-against-one(OAO), top-down tree structured and bottom-up tree structured SVM classifiers are implemented and evaluated in terms of vehicle detection performances. Through the simulations tested on road video sequences, we prove that top-down tree structured and bottom-up tree structured SVM have relatively better performances than the others.

• Korean Institute of Interior Design Journal
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• no.14
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• pp.33-41
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• 1998

The purpose of this study was to identify the characteristics of residential interior design according to social classes in Korean television dramas. To achieve the study purpose content analysis through slides and video tapes was used. Eighty three houses out of twenty eight dramas from 1990 to 1996 were classified into three classes ; upper class middle-upper class middle-lower class. Those houses were analyzed based one the five review points : total interior images finishing materials window treatments furniture and accessories. The results of the study were as follows ; (1) In the general characteristics of the house in Korean television dramas there were distinct differences in age job of householders and house types by classes. (2) In the characteristics of living-room interior design in the television dramas there were distinct differences according to social classes in interior images floor coverings furniture styles and accessories. (3) In the characteristics of master bedroom in the television dramas there were a little differences according to classes. (4) In the characteristics of kitchen and dining room in the television dramas there were differences according to classes

• Journal of the Korean Society of Earth Science Education
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• v.7 no.2
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• pp.276-285
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• 2014

The purpose of this study is to investigate the pattern and characteristics of elementary school teaching and learning processes in science based classes. The study participants' class was recorded in video and instructional conversation transcription. The pattern of the observed class was analyzed using the classification frame suggested by Mogan &Saxton(2006). In result, the questioning for elicit information was most frequent and questioning for shape understanding and the questioning for press for reflection in its priority. In result, the presence of elicited questioning for the attainment of knowledge and understanding is more prominent in science-based classrooms. It was revealed that the participating teachers used the questioning sentence pattern more frequently and the self-sustained inquiry that accelerates creative thinking of the student was lacking. It was discovered that teaching elicited questioning, which accelerates creative thinking, as well as fact confirmation pattern is a necessary element of training for teachers.