• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
• /
• 2009.10a
• /
• pp.181-184
• /
• 2009

Authoring AR(augmented-reality) contents not only takes too much time and cost, but also needs the help of professionals in the areas of computer science, VR(virtual reality), AR, 3D computer graphics, computer vision, etc. This paper proposes an authoring tool to allow non-programmers as content creators to author AR contents easily and quickly. An ideal AR authoring tool, which is the goal of our research, faces four major challenges from a technical point of view: (1) easy and quick authoring, (2) strong power of expression, (3) ease of verification and validation, (4) interactive authoring and debugging. To tackle with the challenges, we employ the interactive framework approach using formal and visual specification techniques.

• Journal of Korean Home Economics Education Association
• /
• v.23 no.3
• /
• pp.139-160
• /
• 2011

The purpose of this study is twofold: (i) to develop a teaching and learning plan and practical performance assessment tools for the improvement of teenager-parent communication and relationships as well as explore their effects on the communication in the everyday family life; and (ii) to find the underlying problems of teenager- parent communication through conversation analysis and to provide a improved dialogue model. We provided the experimental group with a performance task of communication training between teenagers and their parents in the real family situation while the control group practiced communication skills in a learning situation. However for both classes, before and after performance tasks were equally provided. The experimental group exhibited a longer conversation time with their parents, better communication skills, and higher degrees of relational satisfaction than the control group. Conversation analysis revealed that the experimental group reduced the use of blocking techniques in the teenager-parent conversations more than the control group, and all so raised the frequency of functional communications more than the control group. In both areas of communication in the experimental group was significantly improved, Most notably, a problem-solving case through no-lose conflict resolution methods was effective, succeeding by 70% in the e experimental group and 43.3% in the control group. Parents use blocking techniques like admonition, lecturing, blaming. sarcastic remarking, ordering and so forth, while teenagers use dispute, avoidance, blaming, and teasing in this order. The communication problems during the conversation process, teenagers' evasive and rebellious way of speaking instigates adverse communication responses from parents, so their conversation tends to unfold as ambiguous evasion opposed to: inquiring or evasion by short answers vs. ordering-preaching, or disputing vs. criticizing-making sarcastic, disputing vs. disputing-teaching, and criticizing vs. criticizing.

• Proceedings of the Korean Society of Broadcast Engineers Conference
• /
• 2022.06a
• /
• pp.330-331
• /
• 2022

자율주행 차량의 운전자는 현재 레벨3에서 탑승하는 운전자에부터 최종적으로 레벨 5단계에서 탑승자로 변화하게 된다. 관련하여 자율주행차량이 운행하는 동안 탑승자는 무엇을 하는지가 중요한 이슈로 대두될 여지가 있다. 탑승자는 뉴스를 읽거나 노래를 부르거나 주변 환경을 감상할 수 있고, 또는 탑승자는 다른 탑승자와 게임을 하거나 대화를 하거나 회의와 의사결정을 내릴 수도 있다. 자율주행차량은 이용자의 활용에 따라 오락공간, 휴식공간, 회의공간으로 트랜스포메이션되는 셈이다. 본 논문은 자율주행차량에서 블록체인 기술 중 하나인 NFT를 활용하여 차량의 탑승자에게 소유권이 있는 생산 데이터에 대해 스마트 계약을 구현하는 방법에 대하여 연구하였다. 자율주행 차량 내에서의 소유권을 표식한 스마트 계약 체결과 향후 적용 운용환경을 연구.개발하였다.

• Journal of the Korean earth science society
• /
• v.37 no.4
• /
• pp.243-268
• /
• 2016

The purpose of this study was to explore the effects of Cogenerative Dialogues embedded in a modeling-centered science learning and instruction on 7th grade female $students{\acute{i}}$ understanding of scientific models and modelling A total of 49 7th grade female students in two classrooms participated in a series of five modeling-centered science lessons, and 17 students volunteered to participate in this study. Participating students were divided into four groups, and two groups were randomly assigned to a treatment group who were asked to participate in Cogenerative Dialogues after each lesson, while the others, a control group, who did not. For data analysis, Upmeier and $Kr{\ddot{u}ger^{\prime}s$ framework was used to explore $participants{\acute{i}}$ understanding of model, and a revised $Baek{\acute{i}}s$ framework was used to examine $participants{\acute{i}}$ modeling process. Data analysis indicated that students who participated in Cogenerative Dialogues generally showed richer understanding of scientific models, as well as modeling, than the others who did not. This study suggests that Cogenerative Dialogues can be used as an educationally meaningful method for science educators to encourage students actively participate in a whole process of science instruction and learning, which assists them to increase their understanding not only of scientific models and modeling specifically but also of the nature and processes of scientific practice in general.

• Korean journal of communication and information
• /
• v.73
• /
• pp.7-34
• /
• 2015

This study attends to the effects of political entertainment as a newly emerging television genre on citizens' political talk. Particularly, this study suggests audience involvement and political information efficacy as key psychological factors that mediate the relationship between political entertainment and political discussion. More specifically, audience involvement was deemed as a conclusive concept that consists of such sub-dimensions as audience identification and parasocial interaction with program characters and transportation into the messages. Among 317 participants in an online survey, a total of 273 subjects, who had at least some viewing experience with political entertainment TV programs, were included in the final analysis. According to the findings, softer programs that piggyback political information on top of their entertainment content were more likely to increase viewers' identification and transportation. The viewer experience of identification further heightened the level of political information efficacy, which in turn positively contributed to one's willingness to participate in political talk and to hear the other side. It also appeared that political information efficacy significantly mediated the relationship between political entertainment viewing and political talk.

• Annual Conference on Human and Language Technology
• /
• 2017.10a
• /
• pp.288-293
• /
• 2017

교수-학습 발화는 발화 턴 간에 규칙화된 인과관계가 강하고 자연 발화에서의 출현율이 낮다. 일반적으로 어휘부, 표현 제시부, 대화부로 구성되며 커리큘럼과 화제에 따라 구축된 언어자원이 필요하다. 기존의 말뭉치는 이러한 교수-학습 발화의 특징을 반영하지 않았기 때문에 한국어 교육용 튜터링 챗봇을 개발하는데에 활용도가 떨어진다. 이에 따라 이 논문에서는 자연스러운 언어 사용 수집, 도구 기반의 수집, 주제별 수집 및 분류, 점진적 구축 절차의 원칙에 따라 교수-학습의 실제 상황을 반영하는 준구어 말뭉치를 구축한다. 교실에서 발생하는 언어학습 상황을 시나리오로 구성하여 대화 흐름을 제어하고 채팅용 메신저와 유사한 형태의 도구를 통해 말뭉치를 구축한다. 이 연구는 한국어 튜터링 챗봇을 개발하기 위해 말뭉치 구축용 챗봇과 한국어 학습자, 한국어 교수자가 시나리오를 기반으로 발화문을 생성한 준구어 말뭉치를 최초로 구축한다는 데에 의의가 있다.

• The Journal of Korean Institute of Communications and Information Sciences
• /
• v.24 no.8A
• /
• pp.1227-1237
• /
• 1999

In this paper, we present an oblivious transfer protocol which is the protocol for the fair exchange of secrets. For this, we investigate the verifiable oblivious transfer protocol based on discrete logarithm broblem proposed by Lein Ham etc. And we propose a new obivious transfer protocol that has the additional functions on the existing method. This proposed method has the additional functions that enable to authenticate sender and to protect denial of what he/she has sent message to the other. To do this, we make use of bit commitment scheme and digital signature scheme based on RSA.

• Annual Conference on Human and Language Technology
• /
• 2009.10a
• /
• pp.19-24
• /
• 2009

의사소통에서 대화자 간 감정의 이해는 메시지의 내용만큼이나 중요하다. 비언어적 요소에 의해 감정에 관한 더 많은 정보가 전달되고 있기는 하지만, 텍스트에도 화자의 감정을 나타내는 언어적 표지가 다양하고 풍부하게 녹아 들어 있다. 본 연구의 목적은 인간언어공학에 활용할 수 있는 감정 온톨로지를 설계하는 데 있다. 텍스트 기반 감정 처리 분야의 선행 연구가 감정을 분류하고, 각 감정의 서술적 어휘 목록을 작성하고, 이를 텍스트에서 검색함으로써, 추출된 감정의 정확도가 높지 않았다. 이에 비해, 본 연구에서 제안하는 감정 온톨로지는 다음과 같은 장점을 갖는다. 첫째, 감정 표현의 범주를 기술 대상(언어적 vs. 비언어적)과 방식(표현적, 서술적, 도상적)으로 분류하고, 이질적 특성을 갖는 6개 범주 간 상호 대응관계를 설정함으로써, 멀티모달 환경에 적용할 수 있다. 둘째, 세분화된 감정을 분류할 수 있되, 감정 간 차별성을 가질 수 있도록 24개의 감정 명세를 선별하고, 더 섬세하게 감정을 분류할 수 있는 속성으로 강도와 극성을 설정하였다. 셋째, 텍스트에 나타난 감정 표현을 명시적으로 구분할 수 있도록, 경험자 기술 대상과 방식 언어적 자질에 관한 속성을 도입하였다. 이때 본 연구에서 제안하는 감정 온톨로지가 한국어 처리에 국한되지 않고, 다국어 처리에 활용할 수 있도록 확장성을 고려했다.

• Journal of The Korean Association of Information Education
• /
• v.9 no.4
• /
• pp.673-684
• /
• 2005

In this research, we have developed a "computer tutor" that mimics the human tutor with animated tutoring dialog agent and the agent was integrated to teaching-learning material for elementary science subject. The developed system is a natural language based teaching-learning system using one-to-one dialogue. The developed pedagogical dialogue teaching-learning system analysis student's answer then provides appropriate answer or questions after comparing the student's answer with elementary school level achievement. When the agent gives either question or answer it uses the TTS(Text-to-Speech) function. Also the agent has an animated human tutor face for providing more human like feedback. The developed dialogue interface has been applied to 64 6th grade students. The test results show that the test group's average score is higher than the control group by 10.797. This shows that unlike conventional web courseware, our approach that "ask-answer" process and the animated character, which has human tutor's emotional expression, attracts students and helps to immerse to the courseware.

• Journal of Digital Convergence
• /
• v.20 no.3
• /
• pp.53-61
• /
• 2022

The purpose of this study was to test whether or not the AI chatbot is effective in acquiring target grammar for Korean EFL college students: prepositions and articles. A quasi-experiment was conducted with 46 first-year students taking part in a required English course. They were randomly divided into two groups: the experimental and control groups (23 students for each, respectively). The experimental group was engaged in six chat sessions with a chatbot over 6 weeks. A pretest and a posttest were used to examine the effectiveness of the chatbot by comparing any changes made in error frequencies of the target grammar in participants' English compositions. The results show that after a conversation with the chatbot, the experimental group significantly reduced the mean of omission errors in both prepositions and articles. To have a great effect in other error categories, chatbot feedback needs to be improved to reduce short responses or inaccurate utterances of students and induce them to actively participate in the conversation.