• The Mathematical Education
• /
• v.62 no.3
• /
• pp.303-326
• /
• 2023

Mathematics is a discipline with a strong systemic structure, and learning deficits in previous stages have a great influence on the next stages of learning. Therefore, it is necessary to frequently check whether students have learned well and to provide immediate feedback, and for this purpose, intelligent tutoring system(ITS) can be used in math education. For this reason, it is necessary to reveal how the intelligent tutoring system is effective in personalized adaptive learning. The purpose of this study is to investigate the functions and applications of intelligent tutoring system for personalized adaptive learning in mathematics. To achieve this goal, literature reviews and surveys with students were applied to derive implications. Based on the literature reviews, the functions of intelligent tutoring system for personalized adaptive learning were derived. They can be broadly divided into diagnosis and evaluation, analysis and prediction, and feedback and content delivery. The learning and lesson plans were designed by them and it was applied to fifth graders in elementary school for about three months. As a result of this study, intelligent tutoring system was mostly supporting personalized adaptive learning in mathematics in several ways. Also, the researcher suggested that more sophisticated materials and technologies should be developed for effective personalized adaptive learning in mathematics by using intelligent tutoring system.

• Proceedings of the Korea Contents Association Conference
• /
• 2010.05a
• /
• pp.40-42
• /
• 2010

개개인의 특성을 고려하지 않는 획일화된 교육의 문제점의 대안으로 학습자 맞춤 교육이 중요시 되고 있다. 현재 교육용 게임은 학습자 개개인의 능력에 따른 맞춤교육을 제공할 뿐 특성에 따라 다른 학습 방식을 제공하는 맞춤교육은 이루어지고 있지 않다. 따라서 본 논문에서는 학습자 성별의 특성 차이에 따른 교육용 게임의 구현 방안을 제안하였다.

• The Journal of the Convergence on Culture Technology
• /
• v.5 no.1
• /
• pp.451-456
• /
• 2019

Our students are shocked by the results that there is an inverse proportion between academic achievement and life satisfaction. Recently, the Organization for Economic Cooperation and Development (OECD) published the PISA 2015 Student Well-Being Report. According to the report, Korean students' education is the highest among OECD countries, but their life satisfaction is the 47th ranked among the 48 OECD and non-OECD countries.[1] This is the cause of the unilateral education using collective achievement in evaluation methods. Therefore, I propose a personalized integrated model utilizing block chain technology. I suggest a personalized education and evaluation system model using selective education and personal approval rather than from teachers' unilateral education. This will no longer open the student's achievement grade system to the public. This change will be accomplished utilizing block chain technology. This technology is characterized by security, transparency and dispersion. The result of this work can be used to improve students' quality of living through a management system of personalized education and evaluation, based on the nature of education.

• Proceedings of the Korean Society of Computer Information Conference
• /
• 2014.01a
• /
• pp.441-442
• /
• 2014

최근 IT 시장에서는 빅 데이터가 새로운 패러다임으로 주목받으면서 모든 분야에서 빅 데이터를 활용하기 위해 많은 노력을 기울이고 있다. 빅 데이터를 활용한 스마트교육에서는 학생들의 모든 학습활동 자료가 쉽게 수집될 수 있을 뿐만 아니라 모든 학생의 자료 또한 수집이 가능하다. 빅 데이터를 통한 학습자 맞춤형 교육은 현재 진행되는 스마트 교육의 진정한 효과로써 나타날 수 있을 것으로 여겨진다. 따라서 본 논문에서는 학습자의 학업 성취도 향상의 요인인 학습 내용에 대한 관심과 흥미를 기준으로 분석한 빅 데이터를 활용하는 개인 맞춤형 교육 시스템을 설계하였다.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
• /
• 2018.10a
• /
• pp.612-615
• /
• 2018

The undergraduate structure based on flip learning should be a necessary course to cultivate value creation capability based on students' problem solving capability through the change of university education in the fourth industrial revolution era. Introduction and spread of Flipping Learning combining project-based learning with MOOC is requied. As the introduction and spread of AI-based learning consulting (E-Advisor), which is becoming increasingly advanced, the transition to "personalized education" that meets the 4th Industrial Revolution should be made.

• Proceedings of the Korea Information Processing Society Conference
• /
• 2001.04b
• /
• pp.1041-1044
• /
• 2001

현재 웹 상에서 이루어지는 교육은 개별 학습자의 학습 기대 수준에 따라 주문형(customization)과 맞춤형(personalization)교육이 요구되고 있으나 대부분 웹을 통한 교육이 획일적 커리큘럼에 따라 진행되고, 동일한 형태의 피드백을 제공하고 있어 학습자 개개인의 수준에 맞는 컨텐츠의 제공과 적절한 피드백이 이루어지지 못하고 있다. 따라서 학습 효과를 높이기 위해서는 학습자 수준에 맞는 차별화된 컨텐츠를 구성하여 제공하여야 한다. 본 연구에서는 수준별 학습, 맞춤형 교육 서비스를 제공하기 위한 컨텐츠 구성방법에 관하여 논의한다. 양질의 맞춤형 컨텐츠를 구성하기 위해 컨텐츠를 영역별로 분류하여 모듈화하고, 맞춤형 컨텐츠를 효율적으로 관리하여 학습자의 지식영역별 습득정도를 파악하고, 학습자의 수준에 맞게 융통성이 있으며 동적으로 컨텐츠를 재구성함으로써 학습자에게 가장 적절한 컨텐츠를 추출하여, 반복 학습을 통한 교육의 질적 제고를 기대한다.

• Journal of the Korean Society for information Management
• /
• v.31 no.4
• /
• pp.133-159
• /
• 2014

The purpose of this study was to investigate the librarians' perceptions of the customized bibliographic instructions (CBI) at four-year academic libraries in Korea. The study also examined instruction librarians' perceptions of the obstacles and the factors associated with the effective adoption and delivery of the CBI. This study conducted both a survey research method and an in depth-interview. The findings of the study revealed the librarians' perception of the obstacles and facilitators in adopting and operating the CBI, which suggests useful strategies to apply in delivering the CBI in academic libraries.

• The KIPS Transactions:PartA
• /
• v.13A no.5 s.102
• /
• pp.473-480
• /
• 2006

Recently, remote education systems for web-based teaching-studying are rapidly increased. Also, a request for customized courseware suitable for individual learner's level and learning pattern is increasing. But, most remote education systems do not provide customized learning service fit for each learner's level and lots of learners easily lose their interest in studying. Therefore, a lot of researchers have tried to provide personalized customized learning service by analyzing leaner's level and learning pattern automatically with agents. In this paper, we designed and implemented a customized courseware for studying the computer application. There are four agents such as professor, assistant, student, and monitor agent in CCA and they cooperate with each other to provide learning contents suited to each learner's level.

• Journal of the Korea Institute of Information and Communication Engineering
• /
• v.22 no.12
• /
• pp.1618-1624
• /
• 2018

The undergraduate structure based on flipped learning should be a necessary course to cultivate value creation capability based on students' problem solving capability through the change of university education in the fourth industrial revolution era. Flipped learning stimulated the learner's high order thinking and activates communication between the faculty-student and the students through the use of activity oriented teaching strategy. Introduction and spread of Flipping Learning combining project-based learning with MOOC is required. The professor should be able to apply net teaching and learning methods using flipping learning and active learning, and develop class contents reflecting new knowledge, information and technology. As the introduction and spread of AI-based(E-Advisor, chat bot et al) learning consulting, Which is becoming increasingly advanced, the transition to "personalized education" that meets the 4th Industrial Revolution should be made.

• Education of Primary School Mathematics
• /
• v.27 no.3
• /
• pp.303-320
• /
• 2024

This study presents the development and performance evaluation of a custom GPT-based chatbot tailored to provide solutions following Polya's problem-solving stages. A beta version of the chatbot was initially deployed to assess its mathematical capabilities, followed by iterative error identification and correction, leading to the final version. The completed chatbot demonstrated an accuracy rate of approximately 89.0%, correctly solving an average of 57.8 out of 65 image-based problems from a 6th-grade elementary mathematics textbook, reflecting a 4 percentage point improvement over the beta version. For a subset of 50 problems, where images were not critical for problem resolution, the chatbot achieved an accuracy rate of approximately 91.0%, solving an average of 45.5 problems correctly. Predominant errors included problem recognition issues, particularly with complex or poorly recognizable images, along with concept confusion and comprehension errors. The custom chatbot exhibited superior mathematical performance compared to the general-purpose ChatGPT. Additionally, its solution process can be adapted to various grade levels, facilitating personalized student instruction. The ease of chatbot creation and customization underscores its potential for diverse applications in mathematics education, such as individualized teacher support and personalized student guidance.