• Journal of the Korea Convergence Society
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• v.10 no.12
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• pp.117-122
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• 2019

This study aimed to provide the basic data for the prevention of carpal tunnel syndrome by measuring and comparatively analyzing the changes in muscular strength, grasping force, and agility of hands before/after practice, targeting the dental hygiene students taking the scaling practice course. Targeting total 15 students(4th-year) of Dental Hygienics who had no problems with anatomical structure, muscular strength, grasping force, and senses of hands, the muscular strength, grasping force, and agility of hands were measured before/after the scaling practice. The collected data was processed by using the PASW Statistics 18.0(SPSS) Program. In the results of this study, the muscular strength and grasping force of hands were decreased after the practice compared to the ones before the practice. The agility of hands was increased after the practice compared to the one before the practice. Based on such results of this study, it would be necessary to avoid such exhausting hand gestures for scaling, and also to develop the preventive exercise to build up the strength of hands like stretching before/after scaling.

• Journal of The Korean Association For Science Education
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• v.21 no.4
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• pp.658-667
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• 2001

In this study, the relationships among students' cognitive/affective variables, cognitive conflict induced by anomalous data, and conceptual change were investigated. Tests regarding background knowledge, field dependence-independence, learning strategy, logical thinking ability, goal orientation, self-efficacy on prior concept and ability, and control belief were administered. Tests of prior conceptions, responses to anomalous data, conception, and retention of conception were also administered. There were no significant correlations of cognitive conflict induced by anomalous data with students' cognitive and affective variables. However, prior knowledge on molecular motion, field dependence-independence, and learning strategy were significantly correlated with students' conception and retention of conception. Logical thinking ability was also correlated with their conception. Multiple regression analysis indicated that learning strategy significantly predicted students' conception and retention of conception. For the affective variables, self-efficacy on ability was significantly correlated with students' conception and retention of conception, and goal orientation was correlated with their conception. Self-efficacy on ability was a significant predictor on students' conception and retention of conception, and goal orientation on their conception.

• 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.

• Journal of the Korean Institute of Intelligent Systems
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• v.17 no.7
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• pp.862-868
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• 2007

The planar motion of the index finger in general human hands is usually implemented by the actuation of three joints. This task requires a technique to determine the joint combination for each fingertip position which is well-known as the inverse kinematics problem in robotics. Especially, it is an essential work for grasping and manipulation tasks by robotic and humanoid fingers. In this paper, an intelligent neural learning scheme for solving such inverse kinematics is presented. Specifically, a multi-layered neural network is utilized for effective inverse kinematics, where a dynamic neural learning algorithm is employed for fast learning. Also, a bio-mimetic feature of general human fingers is incorporated to the learning scheme. The usefulness of the proposed approach is verified by simulations.

• Proceedings of the Korean Society of Precision Engineering Conference
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• 2005.06a
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• pp.1060-1067
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• 2005

This paper attempts to derive and analyze the dynamic system of pinching a rigid object by means of two multi-degrees-of-freedom robot fingers with soft and deformable tips. It is shown firstly that a set of differential equation describing dynamics system of the manipulators and object together with geometric constraint of tight area-contacts is formulated by Lagrange's equation. It is shown secondly that the problems of controlling both the forces of pressing object and the rotation angle of the object under the geometric constraints are discussed. In this paper, the control method for dynamic stable grasping and enhancing dexterity in manipulating things is proposed. It is illustrated by computer simulation that the control system gives the performance improvement in the dynamic stable grasping of the dual fingers robot with soft tips.

• Journal of The Korean Association For Science Education
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• v.19 no.2
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• pp.266-274
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• 1999

This study investigated the effects of cooperative and individual computer-assisted instructions upon middle school students' science conceptions, achievement, perception of learning environment, and motivation. The cooperative, individual, and traditional learning groups were selected from a middle school, and taught about the motion of molecule for 5 class hours. Data analyses indicated that the students with cooperative computer-assisted instruction scored significantly higher than those with traditional instruction in the tests of conceptual understanding, perception of learning environment and motivation. Better understanding of the cooperative learning group was also found in a retention test of conceptions. In addition, there were significant interactions between the instruction and the level of prior achievement in the tests of retention of conceptions and motivation. Educational implications are discussed.

• Journal of The Korean Association For Science Education
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• v.35 no.2
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• pp.325-331
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• 2015

In this study, we investigated the effects of individualized learning adapted to students' conceptions using smart devices in science instruction upon students' conceptual understanding, the retention of conception, achievement, learning motivation, enjoyment of science lessons, and perception about individualized learning using smart devices. Four seventh-grade classes at a coed middle school in Seoul were assigned to a control group and a treatment group. Students were taught about molecular motions for seven class periods. Two-way ANCOVA results revealed that the scores of a conception test, the retention of the conception test, a learning motivation test, and an enjoyment of science lessons test for the treatment group were significantly higher than those for the control group. Although the score of the treatment group was higher than that of the control group in the achievement test, the difference was not statistically significant. Students' perceptions about individualized learning using smart devices were also found to be positive.

• Transactions of the Korean Society of Mechanical Engineers A
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• v.34 no.11
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• pp.1741-1747
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• 2010

This work presents a study on the design of an economic service robot hand for tele-presence manipulators. The conceptual design of new robot hand is derived from biomimetics approach. Guided by the analysis of human arm' musculoskeletal structure, the fingers are actuated by cables and actuators in the forearm. High tension in the cables is achieved by screw-nut mechanism driven by DC motors. A set of combination springs is incorporated in each of the screw-nut mechanism for easy control of gripping force. The first prototype revealed difficulties with finger control and coupling problem between gripping force and wrist movement. The solutions to these problems have been derived from the contradiction analysis of TRIZ. The second design has been verified by tests on various objects with different weight and shape for full range of wrist motion.

• Journal of The Korean Association For Science Education
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• v.27 no.7
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• pp.631-638
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• 2007

This study investigated the influences of a student-centered analogical instruction using physical analogies upon students' conception and application, retention of conception and application, perceptions of science classroom environment, and perceptions of analogical instruction. Six classes of seventh graders (N=208) at a middle school in Seoul were assigned to the control, the teacher-centered analogy (TCA), and the student-centered analogy (SCA) groups. They were taught about 'three states of matter' and 'motion of molecules' for 8 class hours. Analysis of the results revealed that the scores of the SCA group were significantly higher than those of the other groups in the conception test, retention test of conception and application, and perception test of science classroom environment. The scores of the SCA group in the application test were also higher than those of the other groups, but there was a significant difference only between the control and the SCA groups. The TCA group performed significantly better than the control group only in the test of the retention of application. In addition, the students in the SCA group exhibited more positive perceptions of the analogical instruction than those in the TCA group. Educational implications are discussed.

• Korean Journal of Applied Biomechanics
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• v.24 no.3
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• pp.301-308
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• 2014

The purpose of this study was to determine whether there are significant differences in kinematic variables and muscle activities of the thumb between two smartphone holding techniques. Twelve right handed university students(age $25.4{\pm}3.9yrs$, height $176.2{\pm}5.1cm$, weight $75.8{\pm}11.4kg$, hand length $19.2{\pm}1.1cm$) who have no musculoskeletal disorder were recruited as the subjects and had experience in using a smartphone for more than one year. Maximum joint angle, angular velocity, muscular activities were determined for each trial. For each dependent variable, paired t-test was used to determine whether there were significant differences between one hand (OH) and two hands ([TH], ${\rho}$ <.05). The results of this study showed that there were no significant differences between OH and TH in the maximum joint angle of the thumb. The angular velocity of each joint was not statistically significant between OH and TH. The statistical analysis revealed that the main effect of the smartphone holding conditions was significant in the peak normalized muscular activities of FDI and APL. Although smartphone holding technique doesn't affect on mobility and movement of the thumb joint, it may affect on active degree of the thumb and the upper extremity in directly and indirectly.