• Proceedings of the Korean Society of Computer Information Conference
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• 2015.07a
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• pp.230-231
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• 2015

본 연구는 영어학습 보조도구로서 3D기법을 활용한 애플리케이션을 개발하는데 그 목적이 있다. 본 연구에서 사용한 애플리케이션은 2D 방식에 기반을 둔 언어학습 보조도구 대신에 휴대가 편리한 스마트폰에 UNITY 3D기법을 적용해서 각 언어음을 발화하는데 조음기관들이 어떻게 서로 상호작용하는지 시각적으로 보여준다. 또한 UNIT을 방향전환하면서 학습자의 음 발성 정확도를 높이는 동시에 학습자 수준에 맞추어 장소에 구애받지 않고 자기 주도적으로 학습의 흥미를 지속적으로 유발시키고자 하는데 그 목적이 있다.

• Journal for History of Mathematics
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• v.5 no.1
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• pp.97-105
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• 1988

• Journal of the Korea Society of Computer and Information
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• v.28 no.5
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• pp.189-196
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• 2023

This study aims to show that "Computer-assisted language learning (CALL)" and "Mobile-based language learning (MALL)" actually influence education, deviating from the traditional "drill and practice" method in foreign language education and learning due to the development of information and communication technology (IT). Specifically, for first-year college students who have relatively poor English skills and do not feel enough motivation for English learning, I will produce educational video content using multimedia authoring tools and upload it to the e-learning system. Video content is configured to be accessed and utilized through various media such as computers, smartphones, tablets, laptops, etc. Ultimately, an exploration of educational value behind the utilization of IT devices in English language Teaching(ELT) and the Second Language Acquisition (SLA) theory behind effective instructional use of such technology are presented. That is to say, the effectiveness of language learning using information and communication technology (IT) is introduced. The article closes by suggesting how to use computers and mobile media for 'Flipped Learning'.

• Annual Conference on Human and Language Technology
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• 1992.10a
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• pp.347-357
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• 1992

컴퓨터용어에 대한 약어들을 기존 사건관리 방법에서 벗어나 컴퓨터에 수록하여, 음성을 포함한 한글 및 영문풀이 조회, 추가등록, 삭제, 수정을 가능케 하여 어휘변화 및 의미파악에 신속히 대처하고, 영문, 한글 단어를 이용한 약어검색 기능과 시스템에서 임의로 문제를 출제, 학습자 수준을 측정해볼 수 있는 컴퓨터 보조학습(CAI)과 knowledge base 교체시 타분야에서 활용이 가능하도록 DB화한 약어 전문가체제로, 업무 활용자(학습자)와 컴퓨터 상호작용에 의한 개인차를 극복할 수 있도록 컴퓨터용어 약어 전자사전을 설계하였다.

• Journal of Digital Contents Society
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• v.12 no.1
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• pp.123-131
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• 2011

The purpose of this study is to discover if the use of computer technologies in computer-assisted language learning, in the aspect of vocabulary learning, is both effective and useful. The technique of using multimedia lessons, using the computer, offers a variety of language learning tasks in relation to the four basic language learning skills. Korean students have been accustomed to a cramming style of education, and they utilize rote memorization for learning vocabulary. This study consisted of surveys and experiments, using specific multimedia language learning courseware exercises on three different age groups. The study explores the issues and problems that followed, and how teachers could effectively apply or enhance their vocabulary teaching through computer-assisted multimedia which is suited for a variety of levels versus the classroom off-line vocabulary learning application which is suited to one level.

• Journal of The Korean Association For Science Education
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• v.18 no.2
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• pp.161-171
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• 1998

The effects of computer-assisted instruction (CAl) using molecular-level animation upon students' conceptions, attitudes toward science instruction, and learning motivation were investigated. Treatment and control groups (2 classes) were selected from a girls middle school in Seoul, and taught about the motion of molecule for 5 class hours. Before instruction, the short-version Group Assessment of Logical Thinking (GALT) and the Patterns of Adaptive Survey were administered, and the grade for the previous science course was obtained. The GALT score was used as a blocking variable, and the others as covariates. After the instructions, the researcher-made conceptions test, the test of attitudes toward science instruction, and the motivation questionnaire were administered. The perception questionnaire of CAl was also administered to the treatment group. Although more students in the CAl group had sound understanding about the motion of molecule, the scores of the conceptions test for the two groups were not significantly different at .05 level of significance. The students in the CAl group, however, were found to have more positive attitudes toward science instruction and learning motivation. In the perception questionnaire of CAl, most students in the treatment group exhibited positive attitudes toward the CAl. However, some students mentioned that they were disturbed by noisy environments, and that they could not understand some content presented. Educational implications are discussed.

• The Journal of Korean Association of Computer Education
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• v.14 no.1
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• pp.35-43
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• 2011

The purpose of this research is to confirm that how the support type of the assistant teacher changes the students' creativity and self-efficacy in the Robot Education, particularly Robot Edu-Camp. The study objects are 72 elementary students for 8 groups; each group has 9 students, and 4 groups of them have the assistant teachers and others are supported by giving some feedbacks for their questions or some information if they need. The assumption of this study sets up as in the following; there are no differences for the students' creativity and self-efficacy between the supporting of the assistant teachers with making robots and programing together and the giving feedbacks and information if students need. To verify this assumption, we use the nonequivalent control group in the pretest-posttest designs. The result is as in the following. There's no meaningful differences of the students' creativity by the support type of the assistant teachers. But in the self-efficacy, the groups which are giving feedbacks and information if they need have more higher level of achievement than others. The result shows that if the assistant teachers help the students directly, the students' levels of the self-direction, and control are low because they lean on the teachers. This will give you some implications to the follow-up studies about the support type of the assistant teachers in the Robot Education.

• Proceedings of the Korean Information Science Society Conference
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• 2008.06b
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• pp.230-235
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• 2008

지금까지 컴퓨터의 교육적 활용은 보조적인 교수자료나 학습도구로서 인식되어 왔지만 디지털교과서(Digital Textbook)의 출현으로 컴퓨터와 학교 교육과정 및 수업이 하나로 통합되면서 컴퓨터의 교육적 역할이 학습보조수단에서 교수.학습활동의 주된 교재로써의 역할로 바뀌게 되었다. 국내에서는 2007년 3월, 교육과학기술부(MEST)에서 본격적인 디지털교과서 개발과 보급을 위한 준비 단계의 계획으로 '디지털교과서 상용화(常用化) 방안'을 발표하였다. 이에 따라 교육 분야에서는 급변하는 국가 사회적 요구를 교과서에 신속히 반영하고 체계적인 교수 학습 국가 DB를 구축하기 위한 "디지털교과서 개발" 사업을 추진하고 있다. 본 논문에서는 디지털교과서 정의와 기능을 제시하며, 국내외의 디지털교과서 개발사례를 살펴본다. 또한 마지막으로 디지털교과서 개발전략 및 발전방향을 제안하였다.

• The Journal of Korean Association of Computer Education
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• v.9 no.2
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• pp.79-88
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• 2006

This study investigated the effects of computer-assisted instruction adapting to the level of students' conceptual understanding upon students' conceptual understanding, retention of conceptions, learning motivation, and perception about computer-assisted instruction in concept learning. 94 seventh grade students from a coed middle school in Seoul were randomly assigned to control, CAI, adaptive CAI groups, and were taught about 'motion of molecules' for 7 class periods. Two-way ANCOVA results revealed that the scores of a conception test and a learning motivation test for the adaptive CAI group were significantly higher than those for the control group. The scores of a retention test of conceptions for the adaptive CAI group were significantly higher than those for other two groups. There were no significant interactions between the instruction and the level of previous achievement in the scores of the conception test, the learning motivation test, and the retention test of conceptions. The perception about computer-assisted instruction for the students of the adaptive CAI group were more positive than those for the students of the CAI group.

• The Journal of Korean Association of Computer Education
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• v.12 no.3
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• pp.53-62
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• 2009

As Information communication technology develops, requirements for new educational media and new contents gets bigger and bigger. Especially PDA is required for educational media on m-learning environment. We design and implement intra-educational contents sequencing model and educational contents sequencing model between educational contents for PDA as educational supplementary media for m-learning environment, and LMS supporting PDA. And we balanced the work load of PDA and LMS and constructed practical service platform for using PDA as educational supplementary device.