• Proceedings of the Korea Water Resources Association Conference
• /
• 2006.05a
• /
• pp.354-359
• /
• 2006

The analysis of large-scale water resources systems is often complicated by the presence of multiple reservoirs and diversions, the uncertainty of unregulated inflows and demands, and conflicting objectives. Reinforcement learning is presented herein as a new approach to solving the challenging problem of stochastic optimization of multi-reservoir systems. The Q-Learning method, one of the reinforcement learning algorithms, is used for generating integrated monthly operation rules for the Keum River basin in Korea. The Q-Learning model is evaluated by comparing with implicit stochastic dynamic programming and sampling stochastic dynamic programming approaches. Evaluation of the stochastic basin-wide operational models considered several options relating to the choice of hydrologic state and discount factors as well as various stochastic dynamic programming models. The performance of Q-Learning model outperforms the other models in handling of uncertainty of inflows.

• 제어로봇시스템학회:학술대회논문집
• /
• 1999.10a
• /
• pp.292-297
• /
• 1999

Evolving in artificial agent is an extremely difficult problem, but on the other hand, a challenging task. At present the studies mainly centered on single agent learning problem. In our case, we use simulated soccer to investigate multi-agent cooperative learning. Consider the fundamental differences in learning mechanism, existing reinforcement learning algorithms can be roughly classified into two types-that based on evaluation functions and that of searching policy space directly. Genetic Programming developed from Genetic Algorithms is one of the most well known approaches belonging to the latter. In this paper, we give detailed algorithm description as well as data construction that are necessary for learning single agent strategies at first. In following step moreover, we will extend developed methods into multiple robot domains. game. We investigate and contrast two different methods-simple team learning and sub-group loaming and conclude the paper with some experimental results.

• International journal of advanced smart convergence
• /
• v.8 no.2
• /
• pp.170-182
• /
• 2019

In this paper, we use scratch to design and develop non-formal learning experiences that are linked with contents of secondary science textbook to educational programs. The goal of this paper is to develop a convenient and interesting program for non-formal learning in a learning environment using various smart device. Theoretical approaches to mobile education, such as smartphones, and smart education support policies continue to lead to various research efforts. Although most of the smart education systems developed for students who have difficulty in academic performance are utilized, they are limited to general students. To solve the problem, the learning environment was implanted by combining the scratch, which is an educational programming that can be easily written. The science education program proposed in this paper shows the result of process of programming using ICT device using scratch programming. In the evaluation stage, we were able to display the creations and evaluate each other, so that we could refine them more by sharing the completed ideas.

• The Journal of Korean Association of Computer Education
• /
• v.16 no.6
• /
• pp.11-19
• /
• 2013

Recently, the discussion of domain-generality vs. domain-specificity of creativity has been continued. At this point in time, we need to research computer programming activities related to creativity again. While most of existing relative researches have performed TTCT figural tests for evaluating learners' creativity of learning education programming language, our perspective is that verbal creativity is needed on learning education programming language more. In this research, we have developed scratch programming learning based on CPS with the contents using fundamental concepts of computer science from the viewpoint of that programming is a kind of learning required verbal thinking style. This learning program was applied to 17 students of 4th and 5th grade for each 4 classes in 5 days, total 20 classes, this group passed normality test has the result of t-test has found that three subscales (fluency, flexibility and originality) and creativity index (mean of three standard scores) of verbal creativity were improved significantly using the mean of standard scores (100) of TTCT verbal tests as the test value.

• Journal of The Korean Association of Information Education
• /
• v.14 no.4
• /
• pp.627-635
• /
• 2010

This study analysed the programming attitude and degree of achievement as the 6 types of learning styles which is suggested by Grasha and Reichmann(1974) after a performance of the programming education using the Diki-3000 which is the teaching tools of the specific manipulative activities, in order to prepare the programming education method according to the characteristics of elementary school learners. As the result of the study, the programming attitude according to the 6 types of the learning styles has indicated more positiveness in the independence type than in the dependence type, in the competition type than in the cooperation type, in the participation type than in the avoidance type. In the side of the degree of the achievement, the independent, competition, and participation types indicated more positive than the other types. Also, as the result of an structured interview with learners, which was conducted for deep understanding, there was an understanding of differences of requests to the programming learning classified by the learning styles, and suggestion of a plan for improvement of the Diki-3000 programming in the aspect of an educational environment, teaching tools, teaching contents, and teaching methods in this study.

• The Journal of Korean Association of Computer Education
• /
• v.17 no.5
• /
• pp.89-98
• /
• 2014

Programming is excellent tool on realizing ideas. However students often complain of difficulties due to requiring the strict programming grammar and the highly thinking. Although various researches have been conducted to teach the programming easily for students, it should precede the analysis of what and why programming concept is difficult for learners. In this study, we analyzed what and why the programming concept is difficult for novice learners in basic programming education. Based on the results, we suggested: improving problem-solving skills based on accurate understanding and internalization on the programming concept, on reducing error between thought and execution results through the creation of sophisticated algorithms and on offering a variety of troubleshooting experience, establishing strategies to think freely for problem-solving process, and promoting the effectiveness of the learning through the learning procedure design.

• Journal of The Korean Association of Information Education
• /
• v.15 no.1
• /
• pp.1-10
• /
• 2011

The programming education in K-12 field is processing with conceptual approaches to obtain basic grammar not including higher knowledge processing. This is main reason that can't able to obtain the educational effects. This study aims to research the innovated methodology of programming education which can have educational effect by participating of learners with positive interest, and recognize the effect of the Scratch programming education on elementary school student's learning-flow and programming ability. As a result Scratch programming education has effect on elementary school student's improving the level of learning-flow and the programming ability.

• Journal of The Korean Association of Information Education
• /
• v.18 no.4
• /
• pp.575-584
• /
• 2014

Lately, as the importance of software and the software education has been emphasized, the studies on ways of teaching programming to elementary students have been actively progressed. However, most of undergraduates as prospective elementary teachers who will be in charge of teaching programming at the elementary schools have a lack of interest in programming education as well as of the understanding of basic programming principles. Therefore, this study investigated how programming education using hands-on robot and scratch affected learning motivation and academic achievement of preliminary teachers. The comparison of results of two programming educations shows that the programming education using hands-on robot revealed statistically significant difference in learning motivation and academic achievement.

• The Journal of Korean Association of Computer Education
• /
• v.11 no.4
• /
• pp.37-46
• /
• 2008

Using robots in the programming classes may help to induce learners' interest and motivation. However, simple introduction of new media, such as robots, may cause to increase learners' interest level temporarily, but also may give cognitive overload and offense against learning motivation. We developed a robot programming course to induce intrinsic motivation and to reduce cognitive load for learners in the programming education. And then, we implemented the developed course in college programming classes and analysed the educational effects of robot programming learning on novice learners' flow level. We found that robot programming course was helpful in enhancing novice learners' flow level. Especially, the element of 'autotelic experience', which explains an intrinsic motivation, was higher than conventional programming course group. It means that the developed strategies for robot programming course provides positive effects on learners' intrinsic motivation.

• The Journal of Korean Association of Computer Education
• /
• v.12 no.3
• /
• pp.11-22
• /
• 2009

Scratch, one of the educational programming languages, provides a media-rich programming environment and easy interface to users. It supports Korean language and is utilized usefully in programming classes in elementary and middle schools. However, programming causes cognitive loads to young students. Because the programming process is a complex problem solving procedure that requires logical and abstract thinking abilities. Therefore, we developed a problem based scratch programming teaching and learning model to enhance intrinsic motivation of learners and to maximize the effects of using the scratch, educational programming language. The developed problem based teaching and learning model considered elementary students' characteristics. It was implemented in fifth grade elementary school classes and the educational effects of the model was analysed. The developed model was helpful in enhancing students' problem solving potential and logical thinking abilities.