• Journal of Institute of Control, Robotics and Systems
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• v.20 no.6
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• pp.619-624
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• 2014

This paper introduces a robot-based learning system which is designed to teach multiplication to children. In addition to a small humanoid and a smart device delivering educational content, we employ a type of mixed-initiative operation which provides enhanced multi-modal cognition to the r-learning system through human intervention. To investigate major factors that influence people's intention to use the r-learning system and to see how the multi-modality affects the connections, we performed a user study based on TAM (Technology Acceptance Model). The results support the fact that the quality of the system and the natural interaction are key factors for the r-learning system to be used, and they also reveal very interesting implications related to the human behaviors.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2013.10a
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• pp.960-963
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• 2013

By the rapid development ICTs, education is entering into a smart learning. Learners are put down the paper book, are learning by using a various smart devices, and at this moment emerged that learning system each of which contains numerous platforms. Platform-specific systems require a lot of time and money to applicable to heterogeneous platforms, and This phenomenon is exacerbated if system has a lot of learning contents. Learning system that supports cross-platform is needed for reduce the unnecessary waste of resources and provide effective learning content. In order to achieve this, the research must be preceded by a database model that numerous of existing learning content can be integrated without any unnecessary redundant. In this paper, suggests Ontology-based metadata model that can be integrate existing learning content as an alternative to database, and through this, Design and Implementation of smart learning system that support Heterogeneous platforms.

• Journal of Korean Clinical Nursing Research
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• v.18 no.2
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• pp.228-238
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• 2012

Purpose: The purpose of this study was to examine how an Advanced Cardiac Life Support (ACLS) simulation application via smartphone effects nurses' ACLS knowledge and learning satisfaction. Methods: The participants were selected from nurses in medical Intensive Care Unit (ICU), surgical ICU and emergency room. The experimental group consists of fifty nurses who were self-learned with ACLS simulation application via smartphone and the control group of seventy-one nurses who used traditional learning materials. Outcome variables included nurses' knowledge and learning satisfaction which were collected before and after the intervention. Results: The scores of ACLS knowledge were higher in the control group compared to the experimental group (p=.001) while learning satisfaction showed no statistical difference (p=.444). In learning satisfaction, the experimental group showed higher interest than the control group (p=.019) while the control group rated higher on the item, 'the contents of education was reliable' (p=.007). Conclusion: ACLS knowledge score was graded higher in control group that used traditional learning method than the experimental group that used the smartphone application. This study showed that training with the new material significantly increased nurses' interest in ACLS education. Hence, more applications for smartphones should be developed to provide self-learning environment for nurses and improve care quality.

• Journal of The Korean Association of Information Education
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• v.14 no.4
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• pp.527-536
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• 2010

Ubiquitous computing and mobile technologies provide much scope for designing innovative learning experiences that can take place in a variety of indoor and outdoor settings, such as botanical gardens, parks, museums and classrooms. In this paper, we present our own innovative work for bridging indoor and outdoor field-trip learning activities with the support of RFID with reader device on ubiquitous environments. The function of our system is based on strategically located RFID tags placed on objects around settings which are identified using the mobile device installed to an RFID reader. The mobile device reads the RFID tag and sends the learner's request to the field-trip learning system. And learners can be learning activities according to theirs learning levels. We also focus on the use of intelligent agents to customize learning contents for individual learners. The result of our experiment indicates that learner enjoyed learning where mobile devices are used in the system, supporting the learning activities in the context of which they are taking place.

• 제어로봇시스템학회:학술대회논문집
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• 2003.10a
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• pp.2424-2429
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• 2003

The importance of e-Learning, which supports to study anywhere and anytime, has been pointed out for improving education. There have been various research papers on e-Learning system for educations. Most of literatures have focused on guiding the student or measuring understanding their level etc. Design method of e-Learning system has not been discussed based on structure and analysis of the class. In this paper, scheme of the class is proposed by analyzing and structuring class, then design method of e-Learning system is discussed based on it.

• Journal of Korea Multimedia Society
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• v.24 no.4
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• pp.528-537
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• 2021

Face recognition has gained significant notice because of its application in many businesses: security, healthcare, and marketing. In this paper, we will present the recognition method using the combination of correlation filters (CF) and Support Vector Machine (SVM). Firstly, we evaluate the performance and compared four different correlation filters: minimum average correlation energy (MACE), maximum average correlation height (MACH), unconstrained minimum average correlation energy (UMACE), and optimal-tradeoff (OT). Secondly, we propose the machine learning approach by using the OT correlation filter for features extraction and SVM for classification. The numerical results on National Cheng Kung University (NCKU) and Pointing'04 face database show that the proposed method OT-SVM gets higher accuracy in face recognition compared to other machine learning methods. Our approach doesn't require graphics card to train the image. As a result, it could run well on a low hardware system like an embedded system.

• Journal of The Korean Association of Information Education
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• v.14 no.1
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• pp.99-110
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• 2010

In order to adapt learners' individual differences in learning ability, individual learning and level-learning have been recommended. However, instructing each student accordingly is not easy issue. In this paper, an online learning support system based on Keller's Personalized System of Instruction theory is developed. As a class-based system, it supports teachers and students to conveniently conduct frequent formative evaluations. It enables students to study at their own learning pace and to reach their learning goals. And it adopts point system and level system to induce self-directed participation. Our implementation results confirm teachers can conduct formative evaluations efficiently.

• Journal of the Economic Geographical Society of Korea
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• v.11 no.4
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• pp.647-660
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• 2008

The main thrusts of Canadian regional innovation policy lies in the two tract system. Federal government decides only the strategic research and development sectors and priorities, and then researchers and stockholders in the regions decide and implement the specific networking relationships and appropriate governance system. This paper reviewed the decentralized and market-friendly Canadian regional innovation support system and the characteristics of Canadian innovation clusters: Learning, Labour, Location, Leadership, Legislation/ Labs. finally, policy implications for Korean regional innovation system such as networking, formation of social capital, and business support systems are offered.

• The Journal of Korean Association of Computer Education
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• v.12 no.5
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• pp.35-47
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• 2009

Just as noted in some studies related to U-learning based on the ubiquitous technology, it is required to reflect both factors of the environments and contexts of learners on the teaching and learning strategy. For this, the current paper suggests an inquiry learning method and a mobile learning support device for the inquiry learning. Since the inquiry learning is operating on the basis of the contents that learners themselves experience in the fields, it naturally leads them to position in the learning environments and contexts. In this study some curricula are adopted and transformed for the inquiry learning, and the developed mobile device for the learning has a guide function, so that learners might follow the inquiry learning process. In addition, it is possible to reuse the acquired learning data by storing them on a remote learning sever, which may support the inquiry learning of students. These system and device are applied in the teaching sites of schools and, consequently, it is found that in regard with the learning interest and academic performance of students there is an advanced result, being statistically significant.

• Journal of Creative Information Culture
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• v.7 no.3
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• pp.167-176
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• 2021

In this paper, from the pervious studies investigating the current status of distance learning due to COVID-19, the needs of teachers for effective distance learning were analyzed. As a result, it was found that support related to distance learning contents was necessary. Specifically, it is necessary to establish a platform specialized for content production for distance learning, expand teacher training related to content production and operation, and improve the copyright system related to content production. In addition, since distance classes differ from those of back-to-school classes in system and characteristics, it is necessary to supplement the institutional aspects for distance classes. It is judged that it is necessary to support the evaluation method suitable for distance learning, the authority to operate the curriculum, and the learning management system. In addition, it was analyzed that it is necessary to expand the infrastructure for distance learning, and a structure and platform for self-directed improvement programs and self-directed distance learning are needed to prevent the learning gap problem from repeating due to distance learning.