• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.6
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• pp.2561-2566
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• 2011

The purpose of this study was to verify the effect of Neurofeedback training on adolescence groups that are different in Age. The experiment was carried out with 90 students who living in Kyonggi-do. From Nov. 2009 to Mar. 2010, each were under training about 20-25 times, 2-3 times a week, during 20 to 50 minutes, was conducted by limiting training. Statistical data collected were processed with the SPSS 12.0. For the purposes of t-test showed that differences in the effects of age. The result, the effects of Neurofeedback training on age difference groups were reflected characteristics of brain's development in adolescence. The most effective showed in middle school students. Also, Significant effects of Neuofeedback training that were confirmed in attention quotient, Activation quotient, Stress resistence quotient.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.3
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• pp.447-452
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• 2020

The purpose of this research was to confirm that prefrontal neurofeedback training has an impact on adolescents. The objective of this study was to prove its scientific effect through experimentation. The effect of the training was measured by the difference in neuro?frequencies before and after the training. For this research, an experimental group and a control group, each with 22 students in J High School located in the city of S participated in this study. From May to July 2019, the training was conducted three times a week and for 30 minutes per session. The neuro?frequency data collected were analyzed through the methods of F.F.T. The resulting changes from the neurofeedback training for each group were analyzed by T-Tests. The result of the study is as follows; Neurofeedback training has had a positive effect on adolescent attention and sleep. In conclusion, the environmental and educational factors also play an important role. As the interaction of the latter two factors yield an individual's unique brain structure and functionality, the impact of the neurofeedback training is important on adolescents. The derivation of the above results by utilizing scientific and objective methods reemphasizes the importance of this study.

• Proceedings of the Korean Society of Computer Information Conference
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• 2022.07a
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• pp.387-388
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• 2022

본 연구에서는 비 정보과 교사들의 효과적인 SW 교육 교수효능감 함양을 위하여 팀 프로젝트 기반 융합 교육 프로그램을 개발하였다. 개발된 교육 내용은 융합교육 및 팀 프로젝트에 대한 이해를 바탕으로 수학, 과학, 정보 등이 융합된 다양한 프로젝트를 실습한 뒤, 직접 문제 해결을 위한 프로젝트의 설계 및 개발과 발표, 동료 평가 및 피드백의 과정으로 구성되어 있다. 이는 10주간 비 정보과 교사들에게 처치되었고, 사전-사후 t-검정 결과, 통계적으로 유의한 향상을 나타내었다. 하지만 본 연구의 실험은 단일집단을 대상으로 하였기 때문에 추후 통제집단과의 비교를 통하여 향상에 대한 통계적 비교가 필요로 된다.

• The Journal of Korean Association of Computer Education
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• v.19 no.6
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• pp.33-44
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• 2016

In this study, learning preferences of the informatics gifted participating in on-line programming practice has been investigated and the tutoring strategy based on learning styles was developed and verified its effectiveness. On-line programming learning is the environment in which learning is done through interaction with a tutor. For determination of the students' learning styles, Grasha-Reichmann's learning style was utilized. Key elements, learning activity and feedback, of tutoring strategy were derived based on learning style and developed on-line programming learning tutoring strategy. To verify the effectiveness, six-class period of learning C-language of 173 middle and high school students based on learning styles was applied for 12 weeks. As a result, the experiment group applied with a tutoring strategy based on the learning style showed significant improvements in terms of satisfaction and achievement than the control group.

• Proceedings of the Korea Water Resources Association Conference
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• 2012.05a
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• pp.415-415
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• 2012

유역의 홍수위험도를 평가하기 위하여 선행 연구로서 DPSIR framework를 적용한 인자를 선정하였다. 이때 인자의 범위를 사회적, 경제적, 환경적 분야로 구분하고 각 분야에 대하여 홍수로 인하여 야기되는 유역의 다양한 영향요소를 포함하여 인자를 선정하였다. 본 연구에서는 이를 대상으로 각 인자의 가중치를 선정하기 위하여 패널식 조사연구기법인 Delphi 방법을 적용하였다. Delphi 기법은 델파이 절차가 반복되는 동안 조사 참여자에게 전회의 조사 결과, 즉 통계적 집단 반응을 피드백하며 참여자는 이를 참고하여 자신의 판단을 수정 보완 할 수 있는 방법이다. 따라서 1차 설문조사를 통하여 각 패널은 홍수위험도 평가 인자에 대해서 주관적인 가중치를 선정하고 이를 분석한 결과를 피드백 받아 참고한 후 2차 설문조사에 응하여 가중치를 재선정하게 된다. 조사에 참여할 패널의 선정은 수자원분야의 전문가를 대상으로 하였다. 또한 각 인자에 대한 가중치를 수집하는 방법을 다양하게 설정하여 기법에 따른 영향을 검토하였다. 수집기법은 상대적 가중치 결정법 중에서 가장 많이 사용되는 순위법과 직접입력법, 절대적인 기준에 대한 가중치를 수집하기 위하여 Fuzzy 가중치 입력법을 사용하였으며 이 때 각 인자가 소속되는 분야와 DPSIR framework 요소에 대해서도 별도로 가중치를 수집하여 최종적인 인자의 가중치를 결정하였다. 본 연구는 추가 연구를 통해 남한강에 적용되며 인자의 자료는 문헌조사, 통계자료 조사 및 수리학적 수치모형 등의 분석을 통해 수집될 예정이다. 이를 통하여 사회, 경제, 문화, 환경적인 측면을 고려한 인자들을 반영한 하천의 구간별 상대적 홍수취약도를 정량적으로 제시할 수 있으며 하천 구간별 치수관리 우선순위를 결정하는데 적극적으로 활용될 수 있다.

• Journal of The Korean Association For Science Education
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• v.42 no.3
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• pp.357-370
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• 2022

In this paper, we developed an augmented reality learning tool suitable for chemical bond learning and proposed a process-oriented guided inquiry learning using mobile augmented reality (POGIL-MAR) to find out how it affects science achievement, science learning motivation and learning flow. Participants were 139 10^th-grade students from a coeducational high school in Gyeonggi-do, and they were randomly assigned to the control group (TL), the treatment group 1 (POGIL), and the treatment group 2 (POGIL-MAR). They learned the concept of the chemical bond from the Integrated Science subject for four class periods. Results of two-way ANCOVA revealed that the POGIL-MAR group scored significantly higher than the other groups in a science achievement test, science learning motivation test, and learning flow test, regardless of their prior science achievement. In addition, in the case of the low-level group, the POGIL-MAR group showed a statistically significant improvement in achievement compared to the TL and POGIL groups. The MANCOVA analysis for sub-factors of science learning motivation show that the POGIL-MAR group had significantly higher scores in intrinsic motivation, career motivation, self-determination, self-efficacy, and grade motivation. In particular, the interaction effect between the teaching and learning method and the level of prior achievement was significant in the intrinsic motivation. Meanwhile, the MANCOVA analysis for sub-factors of learning flow show that the POGIL-MAR group had significantly higher scores in clear goals, unambiguous feedback, action-awareness merging, sense of control, and autotelic experience. Based on the results, educational implications for effective teaching and learning strategy using mobile augmented reality are discussed.

• Journal of the Korean Society for information Management
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• v.32 no.3
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• pp.277-293
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• 2015

This study examined the relative retrieval effectiveness after relevance feedback between two systems (Title/Abstract and Full-text) using four different sets of relevance judgment. Four relevance levels (not relevant, marginally relevant, relevant, highly relevant) are also used, each of which is determined by referees giving a relevance score to documents. This study also investigated how much the average precision was improved after relevance feedback when "marginally relevant" documents are included in the relevant class with the Title/Abstract system, and with the Full-text retrieval system as well. It is found that the Title/Abstract system benefited from relevance feedback with the marginally relevant documents. In case of the Title/Abstract system, the higher percentage of improvement was consistently obtained when including the marginally relevant documents in the relevance class, however the result was vice versa in case of the Full-text retrieval system. It implied that the marginally relevant documents in the relevant class had caused noises in the Full-text retrieval system.

• 한국노년학
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• v.32 no.2
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• pp.559-576
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• 2012

This research aims to address the effect of Guided Autobiography(GAB) on ego-integrity, depression and life-satisfaction in the elderly and to investigate psychological changes and experiences on the senior subject. 20 subjects participated weekly autobiography writing sessions in a senior academy in the S city for 13 weeks. In this research, we carried out examination on ego-integrity, depression test, and life-satisfaction survey were performed before and after the writing sessions for a quantitative analysis, which was later investigated through a 'corresponding sample T-test'. Based on the results of the above mentioned tests, the qualitative analysis was conducted through an individual sessions with 5 selected participants. The results of this research are summarized as following. First, ego-integrity showed satisfactorily meaningful difference between pre- and post-GAB writing. The participants recollected the past repent and revisited unresolved issues in their lives. The subjects were able to accept these past misdemeanors and appreciate their lives. GAB indeed helped improving ego-integrity. Second, the hypothesis that GAB writing will help decrease depression was accepted. 2-page weekly writing assignments enabled the participants think of joyful moments in their past, and showed decrease the symptoms of depression. Third, this study revealed that GAB writing improved life- satisfaction. The participants learned to express gratitude and peace in their mind. The happy feeling and optimistic thoughts enhanced their satisfaction of life in turn. In addition, it turned out that the effects of GAB were more drastic in group sessions than in individual writings. Interpersonal interactions in group sessions encouraged the exchange of positive feedback, thereby helping them reflect themselves positively.

• Journal of The Korean Association For Science Education
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• v.18 no.3
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• pp.337-345
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• 1998

This study examined the influences of computer-assisted instruction(CAl) upon high school students' conceptual understanding, algorithmic problem solving ability, learning motivation, and attitudes toward chemistry instruction. CAl programs were designed to supply animated molecular motions for emphasizing the particulate dynamic nature of matter and immediate feedbacks according to students' response types at each stage of four stage problem-solving strategy(understanding, planning, solving, and reviewing). The CAl and control groups (2 classes) were selected from a girls high school in Seoul, and taught about gas law for four class hours. Data analysis indicated that the students at the CAl group scored significantly higher than those at the control group in the tests on conceptual understanding and algorithmic problem solving ability. In addition, the students at the CAl group performed significantly better in the tests on the learning motivation and attitudes toward chemistry instruction.

• The Journal of Korean Association of Computer Education
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• v.11 no.6
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• pp.11-27
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• 2008

Though web-based learning is known to be effective for computer aided practical class, it lacks in cooperative human feedback and self-adjustment. This paper presented the effects of blended learning that was based on web-based learning for learning by level and blended with peer tutoring for reducing the differentials of scholastic achievements between the students. For experimental purpose, high school students were divided into two groups and web-based EXCEL tutoring tool was developed and applied to both groups in advance. After this learning, we applied the web-based learning for comparative group as before and peer tutoring for experimental group respectively, Performance result evaluated by SPSS showed that the Blended Learning has affirmative effect in scholastic achievements. Especially, students under the medium level of experimental group could narrow the gap to the high level students in its group and this eventually improved the overall achievements of experimental group with blended learning.