• Journal of The Korean Association of Information Education
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• v.16 no.2
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• pp.265-273
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• 2012

Current computer education is moving its focus from using oriented education to improving students' creativity and problem solving ability by computer science education. Robot programming education is becoming a major research issue of computer education in the context of creativity education. One of the mainstream ideas of prior research about robot programming is the effect of robot programming. Another is curriculum development of robot programming. But, the focus of current research is moving toward teaching methods of robot programming. The theme of this research is to use examples in robot programming. Example programs are considered the most useful type of material both by the students and the teachers. Example programs play a important role in learning to program. They work as templates, guidelines, and hints for learners when developing their own programs. In this study, I developed a example-based robot programming support system. Due to the trends of smart learning, I developed this system as a mobile web application.

• Journal of the Korea Society of Computer and Information
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• v.22 no.1
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• pp.123-134
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• 2017

The ability to use information technology has become increasingly important as technological advances continue to sweep through the computing world, and education for improving computational thinking has become globally instituted. In South Korea, informatics subjects have been modified in the 2015 curriculum and are now compulsory in primary and secondary education. However, despite substantial financial investment and numerous studies promoting informatics education, there continues to be a serious lack of pre-service teachers capable of teaching computational thinking. This study investigated pre-service teacher programming education using App Inventor, their perceptions of App Inventor, and how use of the program affected teacher problem-solving abilities and self-efficacy. In the pre-test, the control group and experimental group showed no statistically significant difference; however, the post-test revealed that the two groups showed statistically significant differences in problem-solving skills and self-efficacy. The participants initially showed interest in using App Inventor; however, after practice-teaching and project-based learning, the participants demonstrated a growing negativity toward the program when they made errors and the functional limits of App Inventor became apparent. Although most participants stated that they would not use App Inventor in their classes, the positive statistically significant differences in problem-solving skills and self-efficacy indicate that this study could be utilized as a basis for building a teaching-learning program using App Inventor and creating an educational plan for teaching computational thinking.

• Journal of The Korean Association of Information Education
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• v.15 no.4
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• pp.603-612
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• 2011

This study suggested an educational curriculum(12 class periods) in order for higher level elementary school students to learn programming in discretionary activity hours using a line tracer and evaluated achievement level based on the outcome of learning by class period to assess the possibility of success. As a result, it could confirm that the programming learning using the line tracer was more excellent in creativity than the computer programming learning. In addition, it has been found that the programming learning method using the line tracer had a potential to be successful as a new creative tool that could replace the computer.

• The Journal of Korean Association of Computer Education
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• v.12 no.1
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• pp.45-55
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• 2009

The purpose of this study was to examine the possibility of development of flow level and problem-solving ability by Using robots in the programming classes. For this purpose, a course has been developed which consists of (1) strategies to motivate students and to improve flow level (2) Creative Problem Solving (CPS) teaching model to improve their problem solving abilities. We experimented the course with 30 second-grade middle school students and we could observe that the robot programming learning considered gender differences helps improving their problem solving abilities and flow level. Specially, the group of the female student was greater improvement than the group of the male student on flow level.

• The Journal of Korean Association of Computer Education
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• v.13 no.2
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• pp.15-23
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• 2010

Computational Literacy education is being required in current digital age, but the educational strategy of it is lacking. In traditional education, instructors have been teaching by considering learners' characteristics for effective learning. It is necessary to investigate their characteristics for applying this method to computational literacy education. Therefore, we taught programming that is main area on computational literacy, and analyzed learners' characteristics focused on Felder's learning style and multiple intelligence. That is, we taught 194 university students computational literacy with scratch that was one of the popular educational programming languages, and analyzed the relation among learning style, multiple intelligence and the students' programming performance. Also, we found considerations through comparing students' characteristics with experts' ones.

• Journal of The Korean Association of Information Education
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• v.14 no.1
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• pp.13-23
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• 2010

In recent creativity becomes a new request in the knowledge and information age. Robot programming education is an effective teaching method for improvement of creativity. Existing robot programming tools includes text-based or GUI-based development environment. Most of programming tools provide a simple tutorial system without interactive activity for beginners. In this paper, we propose an online robot programming education system based on web2.0, which embedded collaborative code creating tool, interactive tutorial chat and video conference tool to support collaborative code creating via web 2.0. Knowledge sharing tool allows users to share their collaborative source code. Besides, it makes users gained the experience and knowledge of program designing efficiently.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2017.10a
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• pp.635-637
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• 2017

The perception that programming is difficult is spread among learners. Indeed, in college education, the dropout rate of programming classes is higher than in other courses. Therefore, it is necessary to analyze the cognitive aspects of why learners think programming is difficult and then to propose appropriate teaching strategies for them. Recently, studies are under way to understand how the brain learns and is most effective in what situations, based on the development of brain science. This is the study of brain-compatible learning. The purpose of this study is to propose an instructional design on programming lessons based on brain-compatible learning principles.

• Journal of Practical Engineering Education
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• v.16 no.3_spc
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• pp.267-274
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• 2024

One challenge with teaching practical programming classes is the standardization of development tools on student computers. This is particularly true when a complicated setup process is required before beginning to code, or in remote classes, such as those necessitated by the COVID-19 pandemic, where the instructor cannot provide individual troubleshooting assistance. In such cases, students who encounter problems during the setup process may give up on the class altogether before even beginning to code. Therefore, this paper recommends using GitHub Codespaces as a tool for implementing standardized student development environments from day one. Codespaces provides Docker containers that an instructor can configure in such a way as to enable students to practice installing various coding tools within a controlled space, while also providing a language-specific, fully optimized development environment. In addition, Codespaces may be used more effectively in collaboration with GitHub Classroom, which helps instructors manage both the starter code and coding environment in which students work. In this paper, we compare two semesters of university Node.JS programming classes that utilized different development environments: one localized on student computers, the other containerized in Codespaces online. Then, we discuss how GitHub Codespaces and GitHub Classroom can be used to increase the effectiveness of practical programming classes while also increasing student engagement and programming confidence in class.

• Journal of Engineering Education Research
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• v.17 no.2
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• pp.68-74
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• 2014

Game industry demands for talented workers from game scenario writing, graphic design and computer game programming areas, which are the three heterogeneous parts of computer game making. This paper deals with the analysis on the college convergence education, surveying the curriculums of game departments in Korean universities and with how to proceed for game programmers to the direction of convergence education for computer game making. Most of the game departments are focusing on game programming area, whereas only 2 departments among 14 surveyed are teaching the game graphic design topics. Observing the curriculum changes for sampled game departments reveals that around 30% of the majoring classes are directly game related. Game programmers are to be advised to fulfill their programming skill first and later expand their ability to game graphic design skill.

• Proceedings of the Korean Society of Precision Engineering Conference
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• 2003.06a
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• pp.1731-1734
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• 2003

We propose a unmaned integrating control system based-on Windows XP version Off-Line Programming System which can simulate a Robot model in 3D Graphics space in this paper. The robot with 4 and 6 axes modeled SM5 and AM1 respectively were adopted as an objective model. Forward kinematics, inverse kinematics and robot dynamics modeling were included in the developed off-line program. The interface between users and the off-line programming system in the Windows XP's graphic user interface environment was also studied. The developing language is Microsoft Visual C++. Graphic libraries, OpenGL, by silicon Graphics, Inc. were utilized for 3D Graphics.