• The Journal of Society for e-Business Studies
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• v.25 no.1
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• pp.83-107
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• 2020

Selecting business charts based on the nature of the data and the purpose of the visualization is useful in business analysis. However, current visualization tools lack the ability to help choose the right business chart for the context. Also, soliciting expert help about visualization methods for every analysis is inefficient. Therefore, the purpose of this study is to propose an accessible method to improve business chart productivity by creating rules for selecting business charts from online published documents. To this end, Korean, English, and Chinese unstructured data describing business charts were collected from the Internet, and the relationships between the contexts and the business charts were calculated using TF-IDF. We also used a Galois lattice to create rules for business chart selection. In order to evaluate the adequacy of the rules generated by the proposed method, experiments were conducted on experimental and control groups. The results confirmed that meaningful rules were extracted by the proposed method. To the best of our knowledge, this is the first study to recommend customizing business charts through open unstructured data analysis and to propose a method that enables efficient selection of business charts for office workers without expert assistance. This method should be useful for staff training by recommending business charts based on the document that he/she is working on.

• Journal of The Korean Association For Science Education
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• v.17 no.1
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• pp.11-19
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• 1997

Students' protocols obtained from think-aloud interviews were analyzed in the aspects of the success at first two problem-solving stages (understanding and planning), the time to complete a problem, the time at each problem-solving stage, the number of transition, and the transition rate. These were compared in the aspects of the context of problem, the success in solving problem, students' logical reasoning ability, spatial ability, and learning approach. The results were as follows:1. Students tended to spend more time in everyday contexts than in scientific contexts, especially at the stages of understanding and reviewing. The transition rate during solving a problem in everyday contexts was greater than that in scientific contexts. 2. Unsuccessful students spent more time at the stage of understanding, but successful students spent more time at the stage of planning. 3. Students' logical reasoning ability, as measured with the Group Assessment of Logical Thinking, was significantly correlated with the success in solving problem. Concrete-operational students spent more time in completing a problem, especially understanding the problem. 4. Students' spatial ability, as measured with the Purdue Visualization of Rotations Test and the Find A Shape Puzzle, was significantly correlated with their abilities to understand a problem and to plan for its solution. 5. Students' learning approach, as measured with the Questionnaire on Approaches to Learning and Studying, was not significantly correlated with the success in solving problem. However, the students in deep approach had more transitions and greater transition rates than the students in surface approach.

• The Mathematical Education
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• v.48 no.1
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• pp.1-20
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• 2009

The study was to investigate an effect of students' learning for enhancing spatial ability, using a geometric manipulative recently designed. A mixed methodology was chosen to achieve the purpose of the study. To find students' achievement, 152 of the 8th graders in Kyunggi Do participated in data collection. At the same time. students' performance of the class was videotaped and analyzed to see students' responses, The results showed that the effect of using the manipulative was statistically significant at level, p<.05 to enhance the spatial ability. Specifically, in comparison of each component. spatial orientation was more effective than spatial visualization. In the spatial orientation, the part of field was more effective than the reorganized whole. It showed that students were given more opportunities to find mathematical properties and relations between 2nd and 3rd-dimensional figures through their intuitive observation, and also the manipulative helped the students find the property of the part of field because it gave an easy way to manipulate the property of the find parts of whole which was composed of the frame of the solid figures without surfaces. In using the manipulative, students were very flexible in finding the number of plane figures, but the relations between the 2nd and 3rd dimensional figures need to be clearly guided in consideration of the characteristics of the manipulative, based on the definitions of geometric properties(cf. points can make lines, not surfaces directly).

• Journal of the Korean School Mathematics Society
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• v.12 no.1
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• pp.71-97
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• 2009

The study was to develop the instruments including instructional materials and test items for enhancing spatial ability. A mixed methodology was chosen to achieve the purpose of the study. To find students' achievement, 5 units of instructional materials were developed through the qualitative method and test items were tested through the quantitative method with 152 of the 8th-graders. The strategies to develop the instructional materials were: firstly to focus on mathematics properties for developing spacial ability; secondly, to allow students to follow hierarchical procedure o[ mathematical properties from 2-d to 3-d; thirdly, to recognize what the manipulative can do and can not; and fourthly, to guide students tn develop the process oriented thought, not the result oriented thought. For the test, 25 items were analyzed to assess students' achievement using validity, difficulty, and discriminator.

• Journal of Digital Convergence
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• v.19 no.9
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• pp.201-207
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• 2021

As artificial intelligence gradually expands into jobs, iIt is necessary to nurture talents with AI literacy capabilities required for non-majors. Therefore, in this study, based on the necessity and current status of AI education, AI literacy competency improvement education was conducted for non-majors so that AI learning could be sustainable in relation to future majors. For non-majors at University D, problem-solving solutions through project-based data analysis and visualization were applied over 15 weeks, and the AI ability improvement and effectiveness of learners before and after education were analyzed and verified. As a result, it was possible to confirm a statistically significant level of positive change in the learners' data analysis and utilization ability, AI literacy ability, and AI self-efficacy. In particular, it not only improved the learners' ability to directly utilize public data to analyze and visualize it, but also improved their self-efficacy to solve problems by linking this with the use of AI.

• Journal of Korean Academy of Nursing
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• v.36 no.6
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• pp.1042-1054
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• 2006

Purpose: Previous evaluation studies of the visiting nursing program explained an average change of the participants' health status, without considering socio-ecological characteristics and their impacts. However, these factors must affect individual health problems and lifestyles. For effective and appropriate community based programs, the Geographical Information System(GIS) can be utilized. GIS is a computer-based tool for mapping and analyzing things that happen on earth, and integrates statistical analysis with unique visualization. The purpose of this study was to evaluate visiting nursing care and to advocate the usefulness of planning and evaluating visiting nursing programs using Exploratory Spatial Data Analysis(ESDA) with GIS technology. Methods: One hundred eighty-four elderly participants with cerebrovascular risk factors who lived in 13 areas of one community received visiting nursing care. The data analyzed characteristics of pre-post change and autocorrelation by ESDA using GIS technology. Results: Visiting nursing care showed an improvement in the participants' lifestyle habits, and family management ability and stress level, while the improvements were different depending on the regions. The change of family management ability and stress level correlated with neighborhoods (Morgan's I=0.1841, 0.1675). Conclusions: Community health providers need to consider the individual participant's health status as well as socio-ecological factors. Analysis using GIS technology will contribute to the effective monitoring, evaluation and design of a visiting nursing program.

• School Mathematics
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• v.11 no.2
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• pp.281-299
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• 2009

In this paper, we show how dynamic manipulation environments can be integrated in the mathematics curriculum by presenting some pedagogical tasks manufactured by dynamic manipulation. These examples are composed to produce meaningful definitions through inductive experiments, to strengthen the thinking ability on continuity through the visualization, to make mathematics through investigation and finding, and to strengthen the ability of posing and generalizing problems. Through these examples students can observe the process of how mathematics is being invented, and they can experience how to solve mathematical problems using physical experiments in dynamic manipulation environments. When integration of dynamic manipulation into the teaching and learning of mathematics is applied, some difficulties can come out. To resolve such difficulties, a teacher must play the role of a co-worker of students in addition to the role of a scaffolder, coach, or close listener.

• Korean Journal of Cognitive Science
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• v.28 no.3
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• pp.149-171
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• 2017

In this research, based on the fact that spatial ability is important for the achievement in the STEM fields, and technological innovation, Purdue Spatial Visualization Test-Rotation has been used to investigate engineering freshmen's spatial ability and gender differences. Students who have taken advanced mathematics courses in high school(those who have taken type B math test in Korean SAT test) and students with general math courses(those who have taken type A in Korean SAT-Math test) are included in this study to find out the relationship between mathematics achievement and spatial ability. Finding out the strategies taken by students was another aim of this study. This strategic differences between high achievers and lower achievers, male and female students were analyzed from students' self report. Spatial ability test score was highest in the SAT-Math type B male students, decreased in the order of type A male students, type B female students, and lastly type A female students. There was no substantial difference between second and third groups. In each group, male students' average score was 8~10% higher than female students, which affirms 2015's results. The correlation between spatial ability and mathematics achievement was negligible in each group, but male students' math score and spatial ability score were higher than that of female students. This can be interpreted that there is some correlation between these two. Strategic choices can vary in the continuous spectrum with analytic method and holistic method at both ends. From students' self report, using Mann-Witney test, it turned out that there exists strategic differences between male and female students. Male students have a tendency to use holistic strategy more often than female students. I also found that the strategy choice did not vary greatly among all score groups. For the perfect score groups, both female and male students used holistic strategy most frequently. For low achieving groups, there is an evidence that these students overuse one method compared to average or high achieving groups, which turned out to be less effective. Based on these, I suggest that low achieving students need to have more chances to adopt efficient strategies and to practice challenging problems to improve their spatial abilities.

• The Journal of Korean Institute for Practical Engineering Education
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• v.1 no.1
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• pp.1-6
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• 2009

Traditionally engineers' main roles are concentrated on solving any given problems and engineering education has emphasized problem solving ability. Therefore engineers intend to solve easily perceived problems with their knowledge and experience instead of trying to analyze the given problems thoroughly and to define real problems, and go through lots of trial and error. So, engineers require the ability to define real problems accurately before trying to solve the problems. This study proposes a real problem definition process using visualization of a core zone and TRIZ concepts such as contradictions and IFR(Ideal Final Result) in order to define real problems with minimum trial and error. TRIZ is the theory of inventive problem solving and was developed by a Soviet engineer and researcher Genrich Altshuller from 1946. Nowadays many industries use TRIZ and its effectiveness was already proved by lots of real problem solving in various areas. Therefore TRIZ might be very effective tool for developing students' inventive thinking ability in engineering education.

• Fashion & Textile Research Journal
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• v.20 no.2
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• pp.156-166
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• 2018

The purpose of this study is to present the suitable material that can be a real help to make the creativity development teaching method for creative inspirations of fashion design. To achieve these goals, researched and analyzed the creativity studies in the fields of psychology, education, and design (visual design, product design, fashion design, etc.) published in the national journal. Through this analysis, were extracted the characteristics of creativity, teaching methods for creativity learning, and expression methods. Based on this, intend to provide the creativity characteristic, the expression method, and the problem solving process in teaching methods for promoting fashion design ability. After the analysis, the results are as follows; First, the classical 4P (Place, Person, Process, Product) is important to a creativity development teaching method for fashion design. The elements of creativity of a creativity development teaching method for fashion design are 5elements; curiosity, openness, originality, patience, and synthetic ability. Second, the typical method is a drawing (such as a sketch) when visually express and embody ideas in fashion design. Drawing is an important activity that is working with the right brain and the left brain. Drawing exercises will reduce the burden of expressing ideas, providing pleasure and fulfillment in the development of creative ideas. Third, offered 5stages to solve problems of a creativity development teaching method for fashion design; understanding stage, idea stage, visualization stage, evaluation stage, and verification stage. Abstract intangible ideas are concreted and elaborated through stages of visual manifestation such as language, symbol, and drawing.