• The Journal of the Korea institute of electronic communication sciences
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• v.9 no.1
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• pp.41-50
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• 2014

The subjects of this study were 30 hemiplegia patients whose disease duration was over 6 months, and they were divided at random into a control group (n=15) receiving traditional rehabilitation therapy and an experimental group (n=15) receiving both traditional rehabilitation therapy and training using IT based EMG biofeedback. The program was applied for a total of 4 weeks. In order to examine the subjects' functional recovery, we measured their upper limb function using FMA and MFT, and activities of daily living using FIM before and after the training. Comparison between experimental groups in the study of upper extremity function improved after training in all tests was higher compared to the control group significantly (p<.05), but activities of daily living were not significantly different in. The results of this study were as follows. we concluded that stroke patients receving intensive IT based EMG biofeedback showed upper extremity functional recovery.

• Journal of the Korea Convergence Society
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• v.10 no.12
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• pp.183-189
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• 2019

The aim of this study was to determine the effects of movement control exercise of hip joint using visual EMG biofeedback on hip joint muscles in healthy adults. This study was nonequivalent one group Pre-post test design. Twenty-one healthy adults were participated in the study. all subjects conducted movemnet control exercise(MCE) using electromyography(EMG) biofeedback of hip joint durng 20 min. The outcome measures included surface eletromyography. Surface electromyography data were collected from the Gluteus medius (Gmed), Gluteus maximus (Gmax),and Tensor fasciae latae(TFL), rectus femoris(RF) during small knee bending (SKB) test. There was a significant difference in Gluteus maximus muscle activity between the pre-test and the post-test (p < 0.05). The findings suggest that Movement control exercise using EMG biofeedback for limiting hip internal rotation is effective in activating the hip external rotator muscles. in addition, this study showed that rehabilitation exercise combined with ICT convergence technology could be an effective intervention in clinical practice.

• Journal of Digital Convergence
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• v.13 no.9
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• pp.361-368
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• 2015

This research aimed to investigate the effects of neurofeedback training on unilateral neglect and depression in patients with stroke. Fourteen of the subjects were selected from the experimental group and the control group respectively; the following results were obtained. First, experimental group and the control group presented significant statistical difference before and after intervention on neglect. However, there is after intervention no significant statistical among them. Two, experimental group and the control group presented significant statistical difference before and after intervention on depression, and the experimental group demonstrated more decrease than the control group in depression. The results obtained from this research expect us that applying the neurofeedback training for the improvement of neglect and depression, to stroke patients has a positive effect on the rehabilitation of patients.

• Journal of the Korea Convergence Society
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• v.8 no.4
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• pp.111-122
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• 2017

The purpose of this study was to develop a computer-based cognitive bias modification program (CBM-I) and to test the efficacy of CBM-I for college students with social anxiety. Forty socially anxious individuals were randomly assigned to the CBM-I(n=21) or a waiting list condition(n=19). Both groups were assessed at the beginning and the end of the program with interpretation bias and social anxiety symptoms(e.g. B=FNE=Brief-Fear of Negative Evaluation Scale, LSAS=Liebowitz Social Anxiety Scale). The CBM-I modified interpretation by providing positive feedback when participants made benign interpretations and negative feedback in response to threat interpretations. Participants in CBM-I completed three computer sessions over three weeks. The CBM-I successfully decreased social anxiety symptoms compared to the control condition(t=2.35, p<.05; t=4.70, p<.001). This result suggests that interpretation modification may have clinical utility when applied as a multi-session intervention.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.8
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• pp.3486-3491
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• 2011

This study aims to identify the effect of neurofeedback training by observing the pre and post brainwave measurement results of about 60(experimental group 30, control group 30) subjects who have shown self directed learning ability. The study took place at neuro-training center B, in between the months of Jan. 2010 and Jul. 2010. As the brainwaves are adjusted by timeseries linear analysis. The result confirmed the differences of both self regulation quotient, training protocol, and questionnaire. The result of the study suggest neurofeedback technique's possibility in positively affecting the subjects' self directed learning ability.

• Science of Emotion and Sensibility
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• v.26 no.4
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• pp.15-28
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• 2023

Considering the necessity for individuals to check and manage their wellness to promote happiness, this study conducted preliminary research on the effect of wellness enhancement of the self-life coaching app. Thirty-six participants were randomly assigned to experimental groups 1 and 2 and a control group, respectively. In particular, the experimental groups were asked to perform self-life coaching for 4 weeks using a research app. Weekly feedback was provided to experimental group 1, but not to experimental group 2. The wellness index for workers (WIW) and the Korean wellness scale (KWS) were used as dependent variables. The analysis results of interaction effects between pre-, post-, and follow-up time points and groups reveal no statistically significant effects in both dependent variables, but the tendency of the effects was confirmed. Moreover, no difference was determined in terms of the presence or absence of weekly feedback in the experimental treatment effect. As a result of repeated measures variance analysis on KWS measured at five times, the wellness enhancement effect over time was statistically significant. Meanwhile, the polynomial trend analysis result confirmed the linear effect of the experimental treatment on wellness. The participation opinion survey also revealed that 84.2% of the participants perceived the activity to be helpful, and 78.9% responded that they would use it once every 1 or 2 weeks if the app is commercially available. This study is meaningful in that it suggests a methodology for utilizing the self-life coaching app so that anyone can use it to promote their wellness and partially confirms the effectiveness of this method.

• Proceedings of the Korean Society for Emotion and Sensibility Conference
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• 2000.04a
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• pp.91-96
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• 2000

본 연구는 이러한 뇌파 바이오피드백 원리를 적용하여 뇌파를 유도하고 유도된 상태에 대한 피드백을 제공함으로써 사용자 스스로 자신의 뇌파 상태를 조절하도록 하는 장치로 개발된 Q0jump 시스템의 효과성을 밝히고자 하였다. 연구 방법에 있어서 뇌파 측정 장비와 Q-jump를 동시에 측정함으로써 Q-jump 시스템의 타당성을 검증하였으며, 또한 뇌파유도 프로그램을 사용하여 그 효과성을 입증하려 했다. 그 결과 Q-jump 시스템과 뇌파 측정장비에서 얻어진 결과가 유의한 상관을 가짐을 보았다. 상대적 출현량에 있어서 뇌파 유도프로그램을 사용했을 때, 전두엽 부분에서 slow alpha 는 유의한 증가를, fast beta는 유의한 감소를 나타냈다. 후속 연구에 있어서는 통제집단을 이용한 보다 면밀한 검증 연구가 필요하다.

• The Journal of the Korea Contents Association
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• v.20 no.7
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• pp.282-291
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• 2020

This study was conducted to explore the effects of students' problem solving ability according to the level of structuring of curriculum tasks in PBL activities. The study was conducted on 60 college students in curriculum classes. Problem solving ability was measured at the beginning of the semester. And after the midterm exam, PBL activities were conducted. 30 experimental groups performed unstructured tasks. 30 comparison groups performed semi-structured problems. After the task was completed, problem solving ability was measured at the end of the semester. Collected data were analyzed using ANCOVA. As a result, it was verified that the experimental group had a statistically significant improvement in information collection, evaluation, and feedback level than the comparative group.

• The Mathematical Education
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• v.63 no.3
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• pp.437-450
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• 2024

Self-directed learning in mathematics education is crucial because it enables students to think creatively and critically while continuously improving. The purpose of this study was to examine the mediating effects of class attitude and class satisfaction in mathematics on the relationship between mathematics teacher characteristics and self-directed learning. Furthermore, the study aimed to determine whether these structural relationships differ between male and female student groups. To achieve this, the theoretical model was tested using the 9th-year data (high school 3rd grade) of the Seoul Education Longitudinal Study (SELS) 2010, comprising 2,325 students (1,187 males and 1,138 females). The results revealed that the mediating effects of mathematics class attitude and class satisfaction on the relationship between teacher characteristics in mathematics and high school students' self-directed learning were significant. At this time, the direct effect of mathematics teacher characteristics on selfdirected learning was not significant, indicating that mathematics class attitude and class satisfaction had full mediating effects. Multi-group analysis results showed no significant differences in path coefficients between male and female student groups. Based on the research findings, implications for teacher education were presented to improve high school students' self-directed learning abilities in mathematics education, focusing on the mediating effects of affective factors in the classroom.

• Journal of The Korean Association For Science Education
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• v.34 no.6
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• pp.593-599
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• 2014

The purpose of this study is to figure out the influence on the students' achievement of the cognitive and the affective domains by descriptive items assessment of teacher or peer and to obtain implications by analyzing the students' satisfaction and the reliability of the assessment. For this purpose, two classes of 11th grade students located in a small city were selected and took an exam related to the cognitive and the affective domains before and after the assessment. The assessment activities were carried out during 10 lessons and the teacher gave feedback to the students of the teacher assessment class in the lessons. In the peer assessment class, a small-size student group discussion and feedback were given to the students after the exam. The results show that higher level achievement group students represented relatively positive satisfaction on teacher assessment, and lower level achievement group students represented positive satisfaction on peer assessment. In spite of the same marker list, higher level achievement group students represent relatively high reliability than lower level achievement group students. The lower level achievement group students in the peer assessment class got statistically meaningful improvement of achievement than the students of teacher assessment class. The peer assessment activity was positively influenced on the affective domain of the lower level achievement group students, especially signigicant meaning of statistics was found on the students' perception about science.