• Communications of Mathematical Education
• /
• v.37 no.3
• /
• pp.497-516
• /
• 2023

The purpose of this study is to explore the possibility of enhancing teachers' pedagogical design capacity using ChatGPT. For this purpose, a survey was conducted to investigate preservice teachers' perceptions of ChatGPT, and lesson plans created using ChatGPT were analyzed from the perspectives of design elements, conversations with ChatGPT, and information transforming. The results showed that pre-service teachers have a rather passive attitude toward the use of ChatGPT, and that teacher moderation and ChatGPT characteristics affect pre-service teachers' perceptions of the use of ChatGPT. In addition, pre-service teachers mainly used ChatGPT for motivational activities and play activities, and there were significant differences in the level of utilization of ChatGPT among individuals, i.e., how they interacted with ChatGPT and how they transformed information. Based on these findings, we explored the possibility of using ChatGPT for teacher professional development and teacher education.

• The Journal of the Korea institute of electronic communication sciences
• /
• v.19 no.2
• /
• pp.397-402
• /
• 2024

Speech recognition and motion recognition technologies are applied and used in various smart devices, but they are composed of simple command recognition forms and are used as simple functions. Apart from simple functions for recognition data, professional command execution capabilities are required based on data learned in various fields. Research is being conducted on a system platform that provides optimal data to users using Generative AI, which is currently competing around the world, and can interact through voice recognition and motion recognition. The main technical processes designed for this study were designed using technologies such as voice and motion recognition functions, application of AI technology, and two-way communication. In this paper, two-way communication between a device and a user can be achieved by various input methods through voice recognition and motion recognition technology applied with AI technology.

• School Mathematics
• /
• v.19 no.1
• /
• pp.19-41
• /
• 2017

The purpose of this article was to a) identify how preservice teachers conceive feedbacks and subsequent classroom discourses, and b) compare them with those in reform-oriented mathematics classroom video for mathematics teachers' professional development about classroom discourse. This article analyzes feedback patterns and subsequent classroom discourses in preservice teachers' imaginary classroom scripts (lesson plays) and compares them with those in the reform-oriented classroom video dealing with the same teaching situation. Most of the preservice teachers' feedbacks focused the evaluation of students' responses and transmission of meaning (univocal function), whereas the teacher's feedback in the reform-oriented classroom allowed the whole class to validate or challenge the answers, thereby facilitating students' generation of meaning (dialogic function). The comparison analysis between the univocal discourse in a preservice teacher's lesson play and the dialogical discourse in the reform-oriented classroom video shows that teacher feedback serves as an important indicator for the main function of classroom discourse and the levels of students' cognitive participation, and also as a variable that determines and changes them. This case study suggests that to improve the quality of classroom discourse, preservice and in-service teachers need experience of perceiving the variety of feedback patterns available in specific teaching contexts and exploring ways to balance the univocal and dialogical functioning in their feedback move during the teacher training courses.

• Korean Security Journal
• /
• no.54
• /
• pp.149-179
• /
• 2018

October 31, 2017, a man named Saipov who follows ISIS killed 8 people and injured nearly 20 others by driving his truck to the riverside bicycle path in Manhattan, New York, in an act of terror. June 5, 2017, the Islamic extremist Yacqub Khayre held a woman hostage in a suburb of Melbourne, Australia, before being killed by the police. Various countries around the world including the UK, France, and Germany are in war against terrorism. The terrorists change their target from hard targets such as government officials to vulnerable soft target, intensifying the public's fear, and, unlike in the past when they were organized by governments or organizations, extremists such as ISIS followers are now acting on their own in the act of terrorism. Also, as they use vehicles, pressure cooker, and other objects that can be easily found for terrorism, it is becoming more difficult for the police to prepare against terrorist attacks. Meanwhile, some terrorism researchers argue that conversational techniques (negotiation) used by the police are now of no use, as shown in the cases like 9/11 attacks in 2001 and 2016 Nice attack in France in which the suspects committed terrorist attacks without leaving enough time for the police to take action and that, therefore, tactical suppression techniques need to be developed. Therefore, this study suggested police negotiation techniques are necessary not only for terrorist attacks but also for overall police work, including handling intoxicated people at police station, and proposed ways to activate conversational techniques for police organizations.

• Journal of the Korean Society of Earth Science Education
• /
• v.14 no.2
• /
• pp.159-172
• /
• 2021

This study is an action study that plans a instructional strategy for improving experimental activities and interactions in online science classes and suggests improvement plans based on the results. To this end, from July 7 to September 9, 2020, the 'Earth and the Moon' unit class was conducted for 20 6th grade elementary school students located in G Metropolitan City. For the class, smart devices and alternative experiments were planned in the experimental activity category, and an online chat room and Q&A strategy were planned in the interaction category. Among the collected data, class activity papers, homework assignments, reflection journals, online conversation contents, and Q&A contents were input into the matrix and analyzed by writing analytical texts. As a result of the implementation, smart devices and alternative experiments provided opportunities for exploration, but there was a risk of misconception formation and hindered experimental activities. The online chat room and Q&A provided opportunities for communication and examination and feedback on scientific concepts. Through this action study, the researcher was able to reflect on the class while writing class reflection notes, and suggested the role of smart devices in terms of the effectiveness and efficiency of science classes.

• Journal of the Korean Society of Radiology
• /
• v.17 no.3
• /
• pp.411-416
• /
• 2023

The purpose of this study is to investigate the utilization of major learning tools among radiology science students and assess the accuracy of a conversational artificial intelligence service program, specifically a chatbot, in the context of the national radiologic technologist licensing exam. The survey revealed that 84.3% of radiology science students actively utilize electronic devices during their learning process. In addition, 104 out of 140 respondents said they use search engines as a top priority for efficient data collection while studying. When asked about their awareness of chatbots, 80% of participants responded affirmatively, and 22.9% reported having used chatbots for academic purposes at least once. From 2018 to 2022, exam questions from the first and second periods were presented to the chatbot for answers. The results showed that ChatGPT's accuracy in answering first period questions increased from 48.28% to 60%, while for second period questions, it increased from 50% to 62.22%. Bing's accuracy in answering first period questions improved from 55% to 64.55%, and for second period questions, it increased from 48% to 52.22%. The study confirmed the general trend of radiology science students utilizing electronic devices for learning and obtaining information through the internet. However, conversational artificial intelligence service programs in the field of radiation science face challenges related to accuracy and reliability, and providing perfect solutions remains difficult, highlighting the need for continuous development and improvement.

• Journal of Christian Education in Korea
• /
• v.73
• /
• pp.55-72
• /
• 2023

Recently, religious communities have devised multiple practical training programs for spiritual formation and direction. In this study, we define Christian spiritual formation as a lifelong journey of growing, progressing, increasing and strengthening toward wholeness in the image of Christ. In dialogue with J. Edwards' theology of spiritual sense, this essay suggests three major points of holistic spiritual formation in depth: first, spiritual Formation is a process; second, spiritual formation should attend to the balance between God's Initiative and Human Agency; third, holistic spiritual formation is a process to seek God-self. Spiritual formation is not a static status acquired by several techniques, methods or programs. It is a formative process through which one prepares to comprehend divine love and purpose. Spiritual formation is a dynamic process to respond to the One who shapes our life path with increasing faithfulness. Holistic comprehension of Christian spiritual formation will assist postmodern people to find meaning, value, purpose, and identity through deeper experiences with God in the midst of the fragmented and troubled world, so that they could restore wholeness in the image of God.

• Journal of Educational Research in Mathematics
• /
• v.27 no.3
• /
• pp.511-536
• /
• 2017

The present study aims to investigate ways in which pre-service secondary mathematics teachers anticipate 1) students' responses to specific mathematical tasks which are chosen or devised by the participating pre-service teachers as requiring students' higher cognitive demand and, 2) their roles as math teachers to scaffold students' mathematical thinking. To achieve the goal, we had our pre-service teachers to engage in an adapted version of Spangler & Hallman-Thrasher(2014)'s Task Dialogue writing activity whose focus was to develop pre-service elementary teachers' ability to orchestrate mathematical discussion. 14 pre-service teachers who were junior at the time enrolled in the Mathematics Teaching Method Course were subjects of the current study. In-depth analysis of both Task Dialogues which pre-service secondary mathematics teachers wrote and audiotapes of the group discussions while they wrote the dialogues suggests the following results: First, the pre-service secondary teachers anticipated how students would approach a task based on their own teaching experiences. Second, they were challenged not only to anticipate more than one correct students' responses but to generate questions for the predicted correct-responses to bring forth students' divergent thinking. Finally, although they were aware that students' knowledge should be the crucial element guiding their decision-making process in teaching, they tended to lower the cognitive demands of tasks by providing students with too much guidance which brought forth the use of procedural knowledge. The study contributes to the field as it provides insights as to what to attend in designing teacher education course whose goal is to provide a foundation for developing pre-service teachers' ability to effectively orchestrate mathematical discussion.

• The KIPS Transactions:PartB
• /
• v.17B no.2
• /
• pp.169-176
• /
• 2010

This paper proposes color transformation of images based on user's preference. Traditional color transformation method transforms only hue based on existing templates that define range of harmonious hue. It does not change saturation and intensity. Users would appreciate the resulting images that adjusted unnatural hue of images. Since color is closely related to peoples' emotion, we can enhance interaction of emotion-based contents and technologies. Therefore, in this paper, we define the range of color of each emotion for the transformation of color and perform the transformation of hue, saturation and intensity. However, the relationship of color and emotion depends on the culture and environment. To reflect these characteristics in color transformation, we propose the transformation of color that is based on user's preference and as a result, people would be more satisfied. We adopt interactive genetic algorithm to learn about user's preference. We surveyed the subject to analyze user's satisfaction about transformed images that are based on preference, and we found that people prefer transformed images to original images. Therefore, we conclude that people are more satisfied with the transformation of the templates which reflected user's preference than the one that did not.

• The KIPS Transactions:PartB
• /
• v.8B no.5
• /
• pp.429-440
• /
• 2001

To achieve a computer tutor framework with high learning effects as well as practicality, the goal of this research has been set to developing an intelligent tutor for problem-solving in mathematics domain. The maine feature of the CyberTutor, a computer tutor developed in this research, is the facilitation of a learning environment interacting in accordance with the learners differing inferential capabilities and needs. The pedagogical information, the driving force of such an interactive learning, comprises of tutoring strategies used commonly in various domains such as phvsics and mathematics, in which the main contents of learning is the comprehension and the application of principles. These tutoring strategies are those of testing learners hypotheses test, providing hints, and generating explanations. We illustrate the feasibility and the behavior of our propose framework with a sample problem-solving learning in geometry. The proposed tutorial framework is an advancement from previous works in several aspects. Firstly, it is more practical since it supports handing of a wide range of problem types, including not only proof types but also finding-unkown tpes. Secondly, it is aimed at facilitating a personal tutor environment by adapting to learners of varying capabilities. Finally, learning effects are maximized by its tutorial dialogues which are derived from real-time problem-solving inference instead of from built-in procedures.