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

• Journal of The Korean Association For Science Education
• /
• v.40 no.3
• /
• pp.271-289
• /
• 2020

This study investigates the types of teacher feedback in the process-centered assessment for scientific argumentation. The process-centered assessment visualizes the process of developing scientific argumentation at a group level. Four teachers and 353 high school students participated in this study. We analyzed video recordings, the collaborative modeling-argumentation papers, and teachers' interviews. The findings indicate that the teachers provided feedback on scientific concepts and the development of small group argumentation. We presented a representative case for each category in detail. The study suggests that teachers' efficient use of feedback leads to improvement in students' self-regulation. This study contributes to providing specific and useful guidelines on the use of process-centered assessment for enhancing students' scientific argumentation.

• Journal of Korea Multimedia Society
• /
• v.2 no.3
• /
• pp.339-346
• /
• 1999

When a multicast video conference system utilizes RTP (Real Time Protocol) and RTCP (Real Time Control Protocol), the loss rate and the synchronization of transfer in RTCP affect the scalability of the system. The random delay technique introduced to resolve the problems is so simple that leads the network to meet some congestion in synchronizing feedback information when lots of people transfer the feedback information simultaneously, which reduces the scalability of system. In this paper, we propose a new feedback control algorithm that provides priority levels with the RTCP packet, which cuts down the feedback delay and increases the scalability. The criteria of providing priority Based on the decided priority level, Agent forced the session participants to provide much more RTCP packets, positively controlled, and the possible bandwidth can be measured. The simulation on this technique decreases the delay, and the feedback messages are equally distributed on a given time period.

• The Korean Journal of Applied Statistics
• /
• v.30 no.6
• /
• pp.1015-1025
• /
• 2017

Bayesian personalized ranking (BPR) is a state-of-the-art recommendation system techniques for implicit feedback data. Unfortunately, there might be a loss of information because the BPR model considers only the binary transformation of implicit feedback that is non-binary data in most cases. We propose a modified BPR method using a level of confidence based on the size or strength of implicit feedback to overcome this limitation. The proposed method is useful because it still has a structure of interpretable models for underlying personalized ranking i.e., personal pairwise preferences as in the BPR and that it is capable to reflect a numerical size or the strength of implicit feedback. We propose a computation algorithm based on stochastic gradient descent for the numerical implementation of our proposal. Furthermore, we also show the usefulness of our proposed method compared to ordinary BPR via an analysis of steam video games data.

• Science of Emotion and Sensibility
• /
• v.8 no.4
• /
• pp.423-433
• /
• 2005

The computer hardware development has provided many chances of emergence between art and technology. In many cases today's interactive artworks cannot be completed without audience's participation. The interactive production process with technical supplementation can be celled feedback. Mr. Nam Jun Paik showed 'Participant TV' that interacts with audience's response in real time. It means artwork changes with the constantly changing value from the data set from human visual perception. Dan Graham showed another feedback related work, which delays 5second playback in mirror that implies consequence of time. Today's media art has to sublimate coincidence, time ant audience into philosophical artwork through consonance that comes with video and sound as we can see from Bill Viola. Stelarc produced artworks. That use input data that is weak signals from brain, muscles. Through a terminal display with player, body expanded meaning of media. Jeffrey Shaw's 'Legible City' provided a fabrication of the reality with the interaction of bicycle's pedal speed and steering direction that is controlled by 4river. RE:MARK used microphone as input device as Edmond Couchot's 'Je same a la vent' and Nam Jun Paik's 'Participant TV' did. There is no communication without feedback between human being. The reality makes audience involved into artworks. That is the reason why feedback has to be natural. Through the feedback process, the originality of the idea is altered by audience. The feedback is not just part of flesh of artwork rather skeleton of it. Technological showoff cannot be art itself The perfection of technological application plan helps feedback that interacts with audience naturally in order that audience hoes not feel the feedback as artificial plan. Interactive media art has to be evolved into new media form with new integration feedback technology.

• Journal of Broadcast Engineering
• /
• v.6 no.2
• /
• pp.169-176
• /
• 2001

Most of the previous video watermarking algorithms cannot be supported by real-time video processing. The maul reason is that in order to develop a robust algorithm the watermarking technique requires a very high computational cost when embedding and extracting the watermark in various frequency domains. Previous embedding methods simultaneously try to compress a video by MPEG and embed a watermark supporting real-time processing. However, In this paper, our proposed algorithm can support real-time processing in both spatial and frequency domains. First. the watermark is created on the courier transform domain, and next is inverse-Fourier-transformed ; then, we directly embed it into the video frame In the spatial domain. This procedure does not require a lot of the computational cost during embedding because of the spatial domain processing. Also, it is possible to support a video stream service and a very robust algorithm from MPEG compression and various geometric attacks.

• The Journal of the Convergence on Culture Technology
• /
• v.5 no.3
• /
• pp.101-106
• /
• 2019

This paper considers the historicity and aesthetical implications of in the art world of Paul Ryan(1943-2013) who designed the aestheticization of relational circuit of society by realizing the value of social transformation being inherent in video with cultural practices and suggesting the interdisciplinary method of leaning and research in the early video art history. To do this, in Chapter II, I review the first artwork presented firstly in the art gallery exhibition "TV as a Creative Medium" in 1969, in which Ryan proposed a video medium as a communication system and experimented the concept of 'feedback' in Cybernetics. And Chapter III focuses Ryan's discursive activities contributed to magazine Radical Software and artist-collective Raindance Corporation with growing interest in communication technology. At this time, Ryan regarded video medium as the tool for cybernetic expansion. Finally Chapter IV deals with the development of ecological method based on "a shared perception of environmental realities" and verifies Ryan's vision that video medium would be most effective means of social change and communication.

• Physical Therapy Korea
• /
• v.28 no.2
• /
• pp.101-107
• /
• 2021

Background: Studies suggest that induced emotional changes can affect the sensory-motor system involved in the practice of muscle activity and movement in physical aspects. Previous studies have shown focused on effects just feedback on muscle activity associated with emotions but rarely have focused induced emotional change on gross motor function such as muscle activity. Objects: The purpose of this study was to compare biceps activity and emotion that before and after viewing a video was induced positive or negative emotion. Methods: The study enrolled 34 healthy male and female who scored at normal points on the Center for Epidermiological Studies-Depression Scale. The study measured over two weeks, showing subjects pleasant and sad videos one by one in a week. We performed to measure the biceps brachii activity which is maximal voluntary isometric contraction (MVIC) and the visual analog mood scale (VAMS) scores before and after one week. The significance level was set to α = 0.05. Results: There was no significant difference in muscle activity of the biceps brachii before and after each video was viewed (p > 0.05). However, the visual analogue mood scale showed an increase in VAMS after viewing each video (p < 0.05). Conclusion: We figured out induced emotional changes are cause actual emotional changes but there are no differences in muscle activity. In this research, watching the video with a short time looks like insufficient to change muscle activity. Nevertheless, there might be different when we check various muscles with sufficient time for viewing the video. Further study is needed to measure a variety of muscles with more time for viewing the video.

• Korean Journal of Child Studies
• /
• v.20 no.2
• /
• pp.125-138
• /
• 1999

This study explored mother-infant interactions during reading of picture books with and without printed words. The interactions of 40 mother-infant dyads(??) were video-taped while mothers read the books aloud to their 1- or 2-year-old child at home. When reading the books with words, mothers used more "where" questions and gave more feedback to the non-verbal behavior of the infants. Mothers gave more labels, descriptions, predictions, and "what", "function/activity" questions when reading the wordless book. The infants used more nonverbal answers reading the book with words. The mothers of the 2-year-olds used more "what", "function/activity" questions, and gave feedback to their verbal behaviors. The 2-year-olds used more imitation, verbal answers, and comments. For the mothers of the 2-year-olds, the interaction with the wordless book led to more attention-recruiting and bridging. For the children, however, reading the wordless book led to more labels, questions, and comments.

• Journal of Korean Elementary Science Education
• /
• v.19 no.2
• /
• pp.83-92
• /
• 2000

The purpose of this study was to investigate the characteristics of formative assessment in elementary school science teaching. In order to examine the practices of formative assessment in science teaching, 8 science classes were observed and video-taped for each of two instructions. We also interviewed the teachers and students with semi-structured questions. The result indicated that the teachers used planned formative assessment and interactive formative assessment. Teachers assessed three aspects of student loaming in science classroom: the student's personal, social and science development. However, the majority assessed in science teaching was science development. Teachers used observation, question and answer, dialogue, reports, and presentation as the formative assessment methods. The process of formative assessment was categorized as to get information, to judge and to give feedback. These three aspects were interrelated and interdependent. The type of question and feedback was influenced on the extent of the interaction between teachers and students.