• KIPS Transactions on Computer and Communication Systems
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• v.9 no.11
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• pp.281-290
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• 2020

With the spread of smartphones, services that want to use personalized data are increasing. In particular, healthcare-related services deal with a variety of data, and data visualization techniques are used to effectively show this. As data visualization techniques are used, interactions in visualization are also naturally emphasized. In the PC environment, since the interaction for data visualization is performed with a mouse, various filtering for data is provided. On the other hand, in the case of interaction in a mobile environment, the screen size is small and it is difficult to recognize whether or not the interaction is possible, so that only limited visualization provided by the app can be provided through a button touch method. In order to overcome the limitation of interaction in such a mobile environment, we intend to enable data visualization interactions through conversations with chatbots so that users can check individual data through various visualizations. To do this, it is necessary to convert the user's query into a query and retrieve the result data through the converted query in the database that is storing data periodically. There are many studies currently being done to convert natural language into queries, but research on converting user queries into queries based on visualization has not been done yet. Therefore, in this paper, we will focus on query generation in a situation where a data visualization technique has been determined in advance. Supported interactions are filtering on task x-axis values and comparison between two groups. The test scenario utilized data on the number of steps, and filtering for the x-axis period was shown as a bar graph, and a comparison between the two groups was shown as a line graph. In order to develop a natural language processing model that can receive requested information through visualization, about 15,800 training data were collected through a survey of 1,000 people. As a result of algorithm development and performance evaluation, about 89% accuracy in classification model and 99% accuracy in query generation model was obtained.

• Journal of Korean Home Economics Education Association
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• v.30 no.1
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• pp.15-28
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• 2018

Teachers are not completed by appointment, but gradually made through self-development and training for a long time. In order to improve a sense of responsibility of home economics teachers, and also to suggest the purpose and direction of program through job training, the needs of training subjects should be preferentially understood. Thus, this study aims to provide basic data for establishing the developmental operation measures of training for home economics teachers, by researching the needs for training performed after the qualification training for first-grade teachers, targeting the teachers participating in the qualification training program for first-grade teachers of home economics in 2017. About the half of the research subjects received the home economics training one time or less for last three years. Through the training for first-grade teachers, the technical improvement of lesson instruction was demanded the most. As professional qualifications that should be cultivated through training, the ability to develop teaching methods and teaching/learning materials was the highest. Regarding the theme of training, the development of teaching/learning materials for home economics was desired the most. They wanted the training method including direct participation with high utilization for lesson, sublation of competition-centered evaluation, preference of instructors with field experience, continuous opportunity of home economics training, and communicative training. Regarding the needs for the 2015 revised curriculum, the demand for the training of 'human development and family' area was the highest. Therefore, in order to improve the professionalism of teachers through home economics training, it would be necessary to improve the educational environment such as temporal room for training and administrative support, and also to provide diverse types of training like group training, remote training, and smartphone app training suitable for changes in the generation of teachers. Also, on top of forming communities of home economics teachers, and sharing great contents of training, there should be individually-customized training for practice and sharing lesson cases.