• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• v.9 no.1
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• pp.820-823
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• 2005

개인의 경험을 통해 얻어지는 외부의 물리적 자극에 대한 복합적인 감성을 분석하여 공학적으로 처리함으로서 인간의 보다 편리하고 안락한 생활을 영위하도록 하는 연구가 진행되고 있다. 색채는 아동의 감성과 성격을 이해할 수 있는 중요한 요소이다. 또한 아동은 자신의 심리 상태나 갈등을 그리기나 낙서 등의 작업을 통해서 아동의 감성을 무의식적으로 표출하는 경우가 많다. 따라서 아동이 선호하는 색채를 통해 아동의 감성상태를 파악할 수 있다. 본 논문에서는 인간의 오감 즉, 시각, 청각, 후각, 미각, 촉각 중에서 시각(색채)에 따른 감성 상태를 파악하기 위하여 아동이 그린 그림의 색채를 분석한다. 그리고 퍼지 논리와 퍼지 추론 규칙을 적용하여 감성 상태를 파악하는 방법을 제안한다. 제안된 감성 처리 방법을 알슈울러와 해트윅(Alschuler and Hattwick)과 박재명의 색채에 따른 감성 상태에 적용한 결과, 제안된 감성 처리 방법이 효율적인 것을 확인하였다.

• Journal of KIISE:Computing Practices and Letters
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• v.16 no.3
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• pp.366-370
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• 2010

This paper presents an automatic Oriental ink-rendering technique that recreates the artistic style of Oriental paintings from a single image. In Oriental paintings are characterized by strokes with various thickness and disordered dispersion. In this study, a stroke drawing method was developed based on the canny edge detector and radial curvature that are suitable for lines with varied thickness even along a single stroke. A dispersion-shading method was likewise developed by applying a set of iterated dual-filtering, and intensity exaggeration methods. The dispersion-shading method is designed to increase the local shade details, to decrease the global shade. Unlike the existing watercolor-rendering and abstraction system the proposed dispersion-shading method achieves disordered shade details rather than simplification.

• The Journal of the Convergence on Culture Technology
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• v.9 no.4
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• pp.681-686
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• 2023

The study aims to develop horticulture-based VR content so that users can find rest in their chaotic daily lives. Healing contents that increase user participation, immersion, emotional stability, and creativity and concentration were implemented by using teleports, plant illustrations, inventory, NPC functions, and drawing games. Garden viewing content using VR technology requires technical research and development to overcome the difference from reality, which can increase the reality of the content and the completeness of the experience. The reality of the VR experience will be increased by using high-resolution displays, high-performance processors, and sensors, and user feedback will be collected and continuously improved. Through this, users present new methods by relieving stress, feeling emotional stability, and providing experiences that are impossible in reality.

• The Journal of the Convergence on Culture Technology
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• v.10 no.1
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• pp.591-601
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• 2024

As generative AI-based educational content and services targeting child users rapidly increase, the need for research related to children's perception of generative AI is increasing. Accordingly, this study sought to determine the type of generative AI recognized by children and whether cognitive, behavioral, and emotional properties were assigned to it. To understand this, we collected responses through workshop activities to create storybooks with children, semi-structured interviews, and drawing. As a result, children viewed generative AI as an artifact with a high cognitive level, but it was not a type of existing artifact.

• Journal of the Korean earth science society
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• v.32 no.7
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• pp.784-797
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• 2011

The purposes of this study are: (1) to develop educational program designed to improve high school students' knowledge integration and their system thinking skills about global warming and (2) to identify the change of students' system thinking level. The developed program was implemented to twenty seven high school students, and six students grouped into three highs and three lows in their performance were selected to analyze their level of system thinking. The word association, casual map and drawing were used to measure and identify any significant change. As a result, the low level system thinking group improved their system thinking skills for global warming and the earth and sub-systems after the intervention. However, participants' misconception remained the same. And the high level systems thinking group showed more organize system thinking skills about a global warming topic. It is suggested that more educational programs be developed on various topics in order for high school students to improve their systems thinking skills as well as knowledge integration of earth systems and earth environment in school curriculum.

• Journal of Korean Home Economics Education Association
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• v.25 no.1
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• pp.15-36
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• 2013

This study aimed to identify the effects of using storytelling techniques in sex education, in which students are encouraged to talk about their experiences with sex and love and helps them form their own sex values and decision-making skills related to sex. A five-period teaching-learning plan covering issues including safe, considerate and responsible sex was developed using the storytelling technique for 134 first-year students in 4 classes. 134 questionnaires were administrated through pre-and post-test and 38 worksheets applying a variety of storytelling activities were analyzed using content analysis. Students were found to have gained a more positive outlook on relationships and a considerate attitude towards others in sex. There was also a significant increase in items considering safe sex, including perceptions on contraception methods and selection of safe contraception methods. The students' sense of sexual responsibility was also enhanced. Results of content analysis found students to have shifted to sex focusing on love and responsibility, and to have grown a stronger sense of responsibility in their relationships. Furthermore, the respondents expressed interest in selecting proper contraception methods and held strongly negative perceptions about abortion.

• Cartoon and Animation Studies
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• s.36
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• pp.217-236
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• 2014

This study is a literature analytical process for studying the drawing teaching methods considering the professional characteristics of animation and a principle analytical process for studying the perspective that when teaching methods that consider the function, learning and creative mechanisms of the brain are applied, the animation drawing ability will be effectively increased. In recent years, as an alternative discussion on the educational method of each field, study results applied with brain-based learning principles are being presented. This is not only being applied and implemented for art and drawing education but as overall educational alternatives. On the other hand, animation drawing requires artistic literacy and at the same time requires comprehensive teaching methods that can train the structural knowledge, cognitive sensation and communication method but such professional teaching methods are insufficient. Therefore, the principle of effective education is seen through the brain mechanism and the principle of demonstrating the creativity and learning by the brain is analyzed. In addition, through the fundamental relationship on the picture drawing and the function of the brain, the relationship of the drawing and the brain is identified. As a result, not only for the left brain that observes the cognitive information which can draw the structure and shapes but the right brain which is directly related to the drawing should be developed, but in order to express the creativity, teaching methods that can understand the mechanism of comprehensive brain where physical and psychological factors are expressed should be also developed. It is because the animation drawing education is teaching the methods for demonstrating the characteristics of artistic creativity required for the drawing ability. This process will not only be a foundation for identifying the difference against the previous animation drawing teaching methods, and the brain-based principles will be selected as the core strategic definition for designing the strategy and methodological model of future education.

• The Journal of Korean Academy of Sensory Integration
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• v.19 no.2
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• pp.36-45
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• 2021

Purpose : This study aims to identify changes in the visuomotor coordination and fine motor coordination functions caused by the use of a task-oriented intervention in a child with developmental delay. Methods : The participant, who was a 6-year-old girl, was not diagnosed but showed a developmental delay in overall function. The study period was February 5, 2021, to June 4, 2021, and a single-subject A-B study design was used. The baseline (A) was initially evaluated in the first three sessions to identify the child's functions. In the intervention period, 12 session (B), task-oriented intervention was applied; the child engaged in many of the activities in kindergarten, such as painting, writing, making, and cutting with scissors. Visuomotor coordination and fine motor coordination were equally measured during the baseline and intervention periods. Visuomotor coordination was measured via drawing of an oval according to the Korean Developmental Test of Visual Perception 3 (K-DTVP-3), and fine motor coordination was assessed using the finger-nose touching item of the Clinical Observation of Motor and Postural Skills (COMPS). Results : The mean of the baseline of the K-DTVP-3 oval drawing was 23, and the mean of the intervention period was 39.66. The mean of the baseline of the COMPS finger-nose touching was 0, and the mean of the intervention period was 5.08. Conclusion : Task-oriented intervention seems to have a positive effect on the visuomotor coordination and fine motor coordination abilities of children with developmental delay.

• Journal of the Korean School Mathematics Society
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• v.16 no.1
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• pp.113-139
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• 2013

The purpose of this study is to provide informations about cause of failures when students solve word problems by analyzing what errors students made in solving word problems and types of error and features of error according to problem solving strategy. The results of this study can be summarized as follows: First, $5^{th}$ grade students preferred the expressions, estimate and verify, finding rules in order when solving word problems. But the majority of students couldn't use simplifying. Second, the types of error encountered according to the problem solving strategy on problem based learning are as follows; In the case of 'expression', the most common error when using expression was the error of question understanding. The second most common was the error of concept principle, followed by the error of solving procedure. In 'estimate and verify' strategy, there was a low proportion of errors and students understood estimate and verify well. When students use 'drawing diagram', they made errors because they misunderstood the problems, made mistakes in calculations and in transforming key-words of data into expressions. In 'making table' strategy, there were a lot of errors in question understanding because students misunderstood the relationship between information. Finally, we suggest that problem solving ability can be developed through an analysis of error types according to the problem strategy and a correct teaching about these error types.

• Journal of The Korean Association For Science Education
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• v.30 no.1
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• pp.170-180
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• 2010

Among the various fields of Earth Science, especially in Astronomy, we often deal with the change of space-time in an abstract way. Thus, making use of 'Concept Sketches'-simplified sketches that represent the main features, principles, processes and interrelationships of the learning content by using some concise explanations, signs and terms could help the students efficiently learn the phenomena of Astronomy. This study's aim was to check its effects and analyze the results of the lessons that included concept sketches and a discussion about the field of Earth Science in high school. The control group took traditional lessons, while the experimental group did a small-group discussion that used the concept sketches. After the lesson, some students were chosen to answer a questionnaire and go through an in-depth interview. The result of the data shows that the small-group discussion lesson that used the concept sketches helped both the high-ranking and low-ranking students to build concepts and was able to attract students' attention. Moreover, the students produced long-term memories of the content learned through the class discussion, which allowed them to exchange their own thoughts and opinions with other students. Most of all, drawing pictures, a familiar activity, appealed to the students, so they took part in the class eagerly.