• Proceedings of the Korean Information Science Society Conference
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• 2001.10b
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• pp.598-600
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• 2001

기존의 웹기반 가상실험 시스템은 단방향적 학습내용 제시 및 학습자의 반응이라는 구조를 가지고 있으며 실제 과학실험에서 범하기 쉬운 오류들을 학습자가 스스로 진단하고 수정할 수 있는 과정을 간과하고 있다. 또한 현재의 가상실험 사이트는 학습자의 입장에서 다양하게 사고하고 변인을 조작하며 피드백을 통한 오류를 분석, 분류 및 수정 할 수 있는 기회를 제공하지 않는 경우가 대부분이다. 이에 본 논문은 가상 실험에서 학습자들이 겪게 되는 오류발생 문제를 진단하고 분석하여 피드백과정을 거쳐 오류를 수정하고 보완하여 가상공간에서 교사와 학습자, 학습자와 학습자간의 상호작용을 통한 가상실험이 원활하게 이루어지게 하는데 목적이 있다. 본 논문에서는 웹 기반 가상실험 학습의 장점 및 그와 연관된 오류분석 및 피드백의 의미를 7차 교육과정과 관련되어 기술하였으며, 시스템을 인터페이스 프로세스, 오류체크 프로세스, 오류분석 프로세스, 오류기록 프로세스, 오류제어 프로세스, 피드백 프로세스로 구성하였다. 또한 현 교육과정 중 초등학교 4학년 과학과의 한 단원을 선택하여 시스템을 적용하였다. 먼저 국내 및 국외에서 웹기반 학습과 관련된 가상실험 사이트들이 다수 개발되고 있으나 단순한 학습내용 제시와 실험결과 위주의 평가를 중시한다는 단점이 있다. 본 시스템의 학습자는 이와는 달리 실험결과 뿐만 아니라 실험과정의 오류를 확인하고 피드백을 받아 스스로 오류를 분석, 수정하게 된다.

• Journal of Digital Convergence
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• v.18 no.9
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• pp.49-56
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• 2020

This study aims to examine the effects of CF about learners' English writing through FL on English improvement and the factors that influence class satisfaction. For achieving this purpose, response to CF and feelings about CF were selected as predictive variables. It is intended to investigate how these variables predict learners' satisfaction. A total of 94 university students were placed into two groups: 48 experimental group, who received CF on their writing through FL, and 46 control group given traditional instruction. All the participants took pre/post tests including writing tasks, and the experimental group completed a questionnaire after the instructional treatment. The findings indicated that FL affected English improvement and both response to CF and feelings about CF predicted class satisfaction. Based on the findings, this study sheds light on the implications of how to manage the FL class efficiently.

• English Language & Literature Teaching
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• v.15 no.4
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• pp.237-264
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• 2009

The present study explores patterns of teachers' corrective feedback and learners' uptake in Korean EFL undergraduate classroom setting. It also examines consistencies and discrepancies in the perception of corrective feedback by teachers and learners. Teachers' and learners' preferences and perception of corrective feedback are further analyzed to determine whether or not those differ from actual practices in English language learning classrooms. The results of the study are as follows. First of all, teachers' corrective feedback type varied according to the learners' error type and English proficiency level. There was a lack of consistency between the teachers' feedback practices and the learners' error types. Second, for the phonological errors, learners' data witnessed the most frequent uptake on recast. For the other error types, however, the learners' uptake rates were high for the explicit corrective feedback. Third, the teachers' explicit knowledge of corrective feedback was rather low and the preferences differed from teacher to teacher. The teachers' feedback perception and preferences did not consistently reflect their actual practices. Finally, patterns of the learners' expectations of corrective feedback varied according to learners' proficiency level. Teachers' and learners' expectations of corrective feedback were also compared and some mismatches were detected.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.10
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• pp.6475-6482
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• 2015

The purpose of the study was two folded: to examine whether form-focused instruction (FFI) with corrective feedback (CF) is effective for the acquisition of the target linguistic forms and to find out the extent to which of the students' perceptions as well as their attitudes towards English instruction that they received. Tests and questionnaires were implemented to 122 Korean EFL students from eight classes enrolled in an English communication course. They were randomly assigned to three groups: the input-based group, who received typographical input enhancement materials, so-called the TIE group, the output-based group, who performed dictogloss tasks, so-called the DICT group, and the control group (CG). The data analysis was made on both tests and questionnaires by using SPSS 21.0 for Windows. The study found that different types of FFI with CF contributed to the improvement of students' grammatical knowledge and both the TIE and DICT task group students positively changed their perceptions and understanding as well as their attitudes towards the English instruction given, and students in all groups preferred pair work activities. In addition, most of the TIE and DICT students showed their interest and satisfaction with English class, whereas the CG group students did not. Based on the findings, this study suggested that well-planned and properly-chosen FFI in the form of pair work activities should be applied in classrooms with consideration of students' instructional preference in Korean EFL contextual settings.

• 한국HCI학회:학술대회논문집
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• 2009.02a
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• pp.1109-1113
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• 2009

Exchange of data between users and system is made by users' inputting their information into HTML input forms like when signing up in websites or buying in online shopping malls. If users make a mistake of inputting their information, the system gives an error message in order for users to correct their mistakes. Although ISO recommends immediate feedback, Bargas et al. gave a report that feedback in all after filling forms out is more usable than feedback one by one when inputting data online. We made a comparative experiment on usability under each case of feedback one by one and feedback in all. The result is immediate feedback is more usable and satisfactory. The analysis of data resulted that immediate feedback produced fewer error and gets higher subjective ratings.

• Proceedings of the Korean Society of Broadcast Engineers Conference
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• 2010.07a
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• pp.53-56
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• 2010

본 논문은 Shannon의 정리에 따른 채널 용량에 근접한 성능을 보이는 것으로 알려진 터보 복호기 기반의 반복적인 검출과 복호화(Iterative Detection and Decoding) 기법에서 반복적인 복호화를 수행할 시에 제외되었던 리스트 구 복호기(List Sphere Decoder)에서 사전 정보(prior information)을 이용할 수 있도록 하여 수정된 IDD 기법을 제안하였다. 기존의 기법에서는 사후확률(A posteriori probability)을 계산하기 위하여 리스트 구 복호기를 사용하였으나 반복적인 복호화 수행 시에는 사전 정보를 이용하지 않는 특성으로 인하여 제외된다. 만약 잡음(noise) 등의 이유로 검출된 심볼 벡터 목록이 원래의 것과 매우 다른 경우라도 재 검출을 하지 않기 때문에 반복적인 복호화를 수행하더라도 원래의 정보에 근접하기 어렵게 된다. 본 논문에서는 이러한 기존의 기법에서 리스트 구 복호기를 터보 복호기의 Log Likelihood Ratio (LLR) 값을 사전 정보로 이용할 수 있도록 수정된 리스트 구 복호기를 제안하였다. 수정된 리스트 복호기는 반복적인 복호화를 수행 시 이전의 복호화에서 얻은 정보를 이용하여 새로이 검출된 심볼 벡터 목록을 제공하게 된다. 실제의 통신환경과 유사한 모델의 실험을 통해 수정된 IDD 기법이 기존의 IDD로 구성되는 내부 피드백에 RS 복호기 기반의 외부 피드백으로 구성된 형태로 피드백 회수가 증가할수록 기존의 IDD에 비해 성능이 개선됨을 확인하였다.

• The Journal of the Convergence on Culture Technology
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• v.7 no.3
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• pp.247-253
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• 2021

There are various programming errors that occur in the course of programming practice for beginners in computer programming. At this time, since it is difficult for learners to recognize errors by themselves, they correct program errors through the instructor's feedback. However, as students learn programming techniques in an online learning environment due to the COVID-19 pandemic, there is a limit to interaction between the students and the instructor in comparison with offline classes, so it is necessary for learners to develop their own ability to solve programming errors by themselves. Therefore, in this study, error cases in online programming classes using the Python language are analyzed and an online programming education method that can improve learners' ability to correct programming errors is proposed based on the analysis results.

• Proceedings of the Korea Information Processing Society Conference
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• 2013.11a
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• pp.591-592
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• 2013

현재 사회는 건강에 대한 관심이 크게 증가하고 있으며, 전문적인 건강관리 서비스를 받기 위해서 사용자의 상태 및 상황을 정확히 알 수 있도록 사용자 행위인지 관련 연구가 활발히 진행되고 있다. 기존의 행위인지 연구에서 사용하는 각종 웨어러블 센서는 일상생활의 불편 및 비용 문제를 야기하여, 본 연구에서는 센서 디바이스로 스마트폰을 사용한다. 기존의 행위인지 연구는 특정 실험군 이외의 제3자에 의한 실험에서는 정확도에 큰 차이를 보이며, 인지 오류에 대한 실시간 수정이 불가능하였다. 본 논문에서는 프롬프트 방식을 통해 실시간으로 사용자의 인지 오류를 피드백하고, 클라우드 시스템에서 실시간으로 재트레이닝을 통한 수정된 행위 모델을 생성하여 지속적으로 행위의 오류를 줄이며, 각각의 사용자에 맞는 건강관련 서비스를 추천하는 방안을 제안하고자 한다.

• Korean Journal of Applied Biomechanics
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• v.19 no.2
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• pp.323-336
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• 2009

The purpose of the current study was to research scientific basis and necessity of supplementary materials for field lesson out of golf swing teaching methods. As the subject of study, skillful tour pro golfers were chosen to reinterpret field lesson results for driver swing from the viewpoint of kinematics. In addition, through precise analysis, this study developed a case to verify the validity and error of field lesson. As a result, field lesson showed a slight difference among qualitative evaluation of kinematical analysis of techniques, subjects of study, and items. Accordingly, there was a little difference between two methods in view of evaluation of errors that 5 subjects of the study have shown. However, there was a significant difference in compensation to prevent causes of error and errors. Based on instructor's experience most errors could be evaluated. Therefore, feedback for error correction based on instructor's experience showed a significant difference from qualitative evaluation of kinematical analysis of techniques. In conclusion, the following are required for correct golf swing lesson; instant feedback through field lesson and qualitative evaluation of kinematical analysis of techniques to determine fundamental causes correctly.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.14 no.12
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• pp.2775-2782
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• 2010

In this paper, we propose a web-based programming class support system to help a lecturer to teach a programming language to students effectively. The proposed system is composed of a error analysis step and a verification step. The error analysis step checks whether there are compile time errors or run time errors in each student's submitted program. Given some errors, the system provides helpful feedback for the student to fix the errors. On the contrary, the system provides quick feedback after checking the source code style, comments, and plagiarism in the submitted program. As soon as the student submits the program, the student can see the check results. According to the result of utilizing the proposed system in a C programming language class, students tend to submit program assignments actively.