• Journal of the Korea Academia-Industrial cooperation Society
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• v.11 no.3
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• pp.1066-1070
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• 2010

This study was to examine the effectiveness of Neurofeedback training by observing the pre and post brain wave measurement results of about S kindergarten kids 40 (experimental group 20 comparative group 20) subjects who have shown resistance stress, in between the months of Jan. 2008 and Dec. 2008. As the brain waves are adjusted by time series linear analysis, the result confirmed the differences of both resistance stress. The result of the study suggest Neurofeedback technique's possibility in positively affecting the subjects' mental state.

• Journal of the Korean Institute of Intelligent Systems
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• v.25 no.5
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• pp.457-463
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• 2015

This paper presents the need for the concept of collective intelligence based system for the timely learning and incorrect notes show the utilization and satisfaction. The old wrong answer note system is characterized by the provision of uniform right answer explanations for the questions whose answers were wrong by checking whether the evaluation items were answered right or wrong. The characteristic requires a lot of improvements in terms of wrong answer analysis and feedback since it cannot properly receive feedback on the items that a learner got right by luck in spite of poor understanding of them and on the errors in the selection process of wrong answers by individual learners. The SERO wrong answer note was designed to propose new ways to identify and capture such "score errors" and compensate for the practical weaknesses of learners. The Stability Emergency Risk Opportunity (SERO) wrong answer note is based on a method of categorizing and analyzing evaluation items answered by the examinee into four types (S, E, R and O type), and commentary correct as well as incorrect answers by presenting a variety of commentary notes using the collective intelligence of the study show that satisfaction is high.

• The Journal of the Korea Contents Association
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• v.11 no.11
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• pp.194-203
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• 2011

This study investigated the effectiveness of visual biofeedback simulation training for patients with incomplete spinal cord injuries. Fifteen people with an ASIA impairment scale of C and D, according to the intervention method, were studied. They were randomly divided into two groups, seven people in the experimental group and eight people in the control group. They were studied three times a week for six weeks using a Tetrax Interactive Balance System, for a total of eighteen times, and each test took fifteen minutes. Paired t-tests were used to evaluate the changes before and after intervention. The difference between the groups was compared using an independent t-test. The experimental group showed significantly increased general stability, fall risk index, weight distribution (A, C, D, LEFT, HEEL) and weight distribution index, except for synchronization AC, BD. However, the control group only showed significantly increased weight distribution (A, C, LEFT). In a variation, experimental and control groups showed significantly increased weight distribution (A, B, C, HEEL), general stability, fall risk index and synchronization AD. Consequently, it was found that visual biofeedback simulation training was effective for the balance ability of incomplete spinal cord injury patients, and further studies are required.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.3
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• pp.374-384
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• 2023

This study investigated the impact on pre-service teachers during the development of an integrated science education program, emphasizing group intelligence, values, and software application in response to societal demands. The results revealed several key findings. Firstly, the development of an integrated science education program utilizing group intelligence enhanced the learning motivation of pre-service teachers, particularly demonstrating improvements during the implementation phase. Secondly, the group intelligence-based development of the integrated science education program cultivated the group intelligence competence of pre-service teachers, manifesting positive effects throughout the entire process of program development, demonstration, and feedback. Thirdly, it was evident that the integration of software and individual values into science curriculum requires specialized support.

• The Journal of Korean Association of Computer Education
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• v.21 no.6
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• pp.49-62
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• 2018

This study we developed teaching and learning strategy applying PBL based physical computing programming using reflection journal and feedback, and verified its effectiveness. For the analysis, the survey with 18 sections study contents was performed for 6 weeks by dividing 91 students in 5th grade of elementary school into experimental group and control group respectively. As a result, this study proved that the students who made the structured reflections journals and receiving the feedback at the same time showed the improvement in logical thinking ability in the physical computing based programming learning situation with PBL applied. Based on the results of this study, the sophisticated teaching and learning strategy that can enhance the programming learning effect based on physical computing was developed and its applicability was proved.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.9
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• pp.5543-5552
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• 2014

The advancement of smart-phones and their market expansion has led to the development of numerous educational applications (apps). In this study, learning activities were designed for real-time feedback utilizing a smart clicker app for effective communication between the instructors and students, and to provide educational results, such as learning flow and academic achievement. These strategies were applied in the actual educational fields, and 70 college students were taking classes with the same curriculum. Experiments involving an experimental group and control group were conducted. The results of the t-test were follows. In terms of learning flow, a significant difference was observed between the two groups, but not in terms of academic achievement.

• Journal of Engineering Education Research
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• v.11 no.4
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• pp.19-33
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• 2008

The purpose of this study is to find out the effects of the use of Chatting Method(with AI Chatting robot: Chatterbot) and Computer Interest Levels on Teaching & Learning. The major findings of the study are as follows. Firstly, the chatting activities using the chatterbot method and computer Interest Levels were not effective in the academic achievement. Secondly, the chatting activities using the chatterbot method and computer Interest Levels were effective in improving the learning motivation. Thirdly, According to the result of post-feedback analysis, the benefits of chatterbot method was 'the new', 'transcends time and space', 'drill and practice learning' and was some of the drawbacks 'response fixed', lack of emotional transactions. and the proposal 'PBL' was reached(1. strength: new experience, 2. weakness: be tired, 3. proposal: PBL approach). Fourthly, the relationship between the academic achievement, learning motivation, post-feedback was no correlation. Based on these results, the study suggests that the chatterbot method was need for multiple instructional design strategy.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.11 no.11
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• pp.4161-4166
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• 2010

This study was to examine the effectiveness of neurofeedback training by observing the pre and post brainwave measurement results of about 52 (experimental group 26. comparative group 26) subjects who have shown self regulation ability. The study took place at neuro-training center B, in between the months of Jan. 2008 and Dec. 2008. As the brainwaves are adjusted by timeseries linear analysis, the tool used to measure the self regulation ability was 5 Likert Scale questionnaire. The result confirmed the differences of both self regulation quotient, training protocol, upper deviation and questionnaire. The result of the study suggest prefrontal lobe neurofeedback technique's possibility in positively affecting the subjects' self regulation ability. This result suggested that follow-up researches should be figuring out more detailed explanations for journal of adolescent welfare.

• Journal of The Korean Association For Science Education
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• v.26 no.2
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• pp.239-245
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• 2006

The purposes of this study were to develop and implement a teaching strategy that reinforced teacher-student interaction for middle school first grade science and investigate the impact of the teaching strategy on student comprehension of scientific concepts, logical thinking ability, and science-related attitudes. 200 students attending a co-ed middle school located in Gyeonggi province were selected for the study and divided into an experiment and control group each consisting of 100 pupils. The teaching strategy reinforcing teacher-student interaction was applied to the experiment group, while conventional teaching, teacher-led lecturing, was carried out on the control group. To accomplish reinforced teacher-student interaction teacher asked students diversified questions and gave delayed feedbacks that deliberately focused on thought provocation. Results showed that the developed teaching strategy was effective in improving the students' logical thinking ability(p<.01). However, no significant differences were found in student comprehension of scientific concepts and science-related attitudes between the experimental and control group(p<.05). It was determined that more sound research is needed to develop and apply a lesson plan based on the teaching strategy used in this study.

• Journal of the Korean Applied Science and Technology
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• v.35 no.2
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• pp.445-453
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• 2018

The purpose of this study was to analyze the effect of acute respiratory training feedback upon a change on HRV-Autonomic nervous system in middle-aged women. The research subjects were totally 24 middle-aged women(40-60 years old), were randomly allocated 12 people to the respiratory training group and 12 people to the control group, and then were carried out the acute respiratory training. The feedback exercise in the respiratory training group was conducted for totally 15 minutes. Following the 10-minute breath awareness training according to the expert's guidance, the 5-minute autonomous breathing exercise was implemented. The data analysis was carried out Repeated Measures ANOVA with SPSS WIN 20.0. The conclusions that were obtained through this are as follows. The middle-aged women got significantly higher in SDNN, RMSSD, LF, HF after the acute respiratory training. Compared to the control group. the respiratory training group was indicated to have gotten higher significantly in SDNN, RMSSD, LF, HF. Mean HR and LF/HF were not shown a significant difference in both the main effect of group & period and the interaction effect of group & period. Above of a result the acute respiratory training feedback is effective for SDNN, RMSSD, sympathetic activity, parasympathetic activity in the middle-aged women. Thereby, the respiratory training program improves autonomic nervous system, being considered to be possibly expected the effective value of exercise intervention available for relieving stress and recovering autonomic dysfunction in the middle-aged women.