• 한국HCI학회:학술대회논문집
• /
• 2006.02a
• /
• pp.1025-1030
• /
• 2006

과거에는 시스템이 돌아가기만 하면 되지 편리함이나 사용자의 취향을 고려하는 것은 모두 사치라는 생각이 있었다. 그러나 현재는 단순히 사용성에 근거한 시스템만으로는 그 시스템이 좋은 시스템이라고 평가 받기에는 부족한 면이 있다. 이제는 시스템이 HCI 관점에서 평가되며, 이때 시스템개발의 최종목적은 단순히 동작하는 시스템을 만드는 것이 아니라 사용자들에게 최적의 경험을 제공할 수 있는 시스템을 개발하는 것이다. 이러한 최적의 경험은 시스템과의 상호작용이 유용하고, 편리하며, 직관적이어야 얻을 수 있다. 일반적으로 TV 리모컨은 화면에 미리 지정된 부분들을 순차적으로 이동하는 간접 이동 방식으로 매우 간단한 인터랙션만을 제공해 준다. 본 논문에서는 사용자에게 보다 직관적인 인터페이스를 제공해주기 위해 리모컨의 기능을 확장한 프로젝터 기반의 가상 리모컨을 제안한다. 가상리모컨은 사용자가 원하는 위치에 생성될 수 있으며, 기존의 TV 리모컨과 같이 미리 지정된 메뉴 사이를 이동해서 제한된 선택을 하는 것이 아니라, 보다 직관적인 인터페이스를 통해 직접 기기를 동작시키는 가상 체험을 느끼면서 조작할 수 있도록 해 준다. 실험을 통해, 기존의 TV 리모컨이 일정한 학습을 필요로 했던 것과는 달리, 체험자들은 사전 학습없이 TV의 주요 기능을 가상리모컨을 사용함으로써 쉽고 빠르게 컨트롤할 수 있음을 확인하였다.

• The KIPS Transactions:PartD
• /
• v.9D no.3
• /
• pp.511-522
• /
• 2002

WBI (Web-Based Instruction), a web-based tool for teaching the students at a long distance, makes possible to Interact between learners and instructors, provides a wide variety of learning materials, has an advantage of overcoming spatial constraints. In this paper, as a model of using the web for education, a web-based education-evaluation system has been designed and implemented. Web-based education-evaluation system has to be equipped with both of the online setting question mode and the upload setting question mode, the former makes questions on web and the latter uploads the setted questions on offline with settling a defeat of the existing systems on setting questions. And the system has to be equipped with the function of analyzing the questions that gives teacher several kinds of analysis information and makes possible to feedback to questions by adjusting the difficulty and revising the questions. In this paper, a system that reflects the above requirements has been designed and implemented with PHP script language and MySQL database system.

• Proceedings of the Korea Technology Innovation Society Conference
• /
• 2017.11a
• /
• pp.1271-1276
• /
• 2017

산업이 고도화되고 기술발전이 가속화되고 있지만, 생산현장에서의 사고와 재해는 아직까지도 지속적으로 발생하고 있다. 이는 시스템의 대규모화, 복잡화, 다양화 등에 따라 나타나는 불안전한 상태(unsafe condition)와 근로자의 안전불감증, 낮은 학습효과, 안전문화 비활성화 등을 포함하는 불안전한 행동(unsafe behavior)에 기인한다. 최근 4차 산업혁명이 대두되면서, 인간과 기계 시스템 사이의 상호작용이 활발해지고, 데이터 가용성과 알고리즘 우수성이 확보되면서, 산업현장에서도 시스템과 공정안전을 위해 최신 기술을 활용하려는 시도가 시작되고 있다. 궁극적으로는, 품질 관리, 고장분석, 작업환경관리, 보건관리 등 생산관리의 다양한 범위에 새로운 산업안전혁신을 가져올 것으로 기대된다. 본 논문에서는 사물인터넷, 드론, 인공지능 등 4차 산업혁명 시대의 하드웨어와 소프트웨어의 결합의 사례를 통해 안전한 생산현장은 물론 신뢰성할 수 있는 공공 및 사회를 위한 지능형 시스템 구축의 필요성을 제시하고자 한다.

• The KIPS Transactions:PartB
• /
• v.13B no.4 s.107
• /
• pp.421-428
• /
• 2006

Intelligent Tutoring System(ITS), which offers individualized learning environment that consider many learners' variable, is realized by the effective alternative to take the place of domain expert. Accordingly, research on Learning Companion System(LC) is currently noticing. However, to develop LCS which applies effective interaction, it is necessary to combine several LCs, and personalized knowledge base have to be made first. Therefore, in this paper, we propose the 'Knowledge Base Object Medel', which is based on connectionist' in cognition structure, represents learner's knowledge to self-learnig object, and grows adaptive object by proprietor, verify the validity. This model lays the groundwork for design of personalized knowledge base, offers clue to development of adaptive ITS using knowledge base object.

• Journal of The Korean Association of Information Education
• /
• v.26 no.2
• /
• pp.129-140
• /
• 2022

Our society is undergoing rapid changes due to COVID-19, and in particular, online learning using digital technology is being tried in various forms in the educational field. A change has occurred. However, the limitations of distance learning, such as reduced learning immersion in non-face-to-face educational situations, lack of interaction between teachers and learners, and lower basic academic ability, are constantly being raised, and an appropriate educational strategy is needed to solve these problems. This study focused on the concept of 'Metaverse' based on the interaction between the virtual world and the real world, and tried to verify the effectiveness of educational activities based on it. In detail, we propose an educational framework for realizing flipped learning in the Metaverse Virtual Classroom, and a frame developed by measuring the learning immersion of a single group with a teaching/learning program developed based on this. The effectiveness of the work was verified. When the metaverse platform-based flip learning framework and education program proposed in this study were applied, it was confirmed that learners' immersion in learning was improved.

• Proceedings of the Korea Inteligent Information System Society Conference
• /
• 2004.11a
• /
• pp.361-368
• /
• 2004

The purpose of the study was to explore the potential of the Social Network Analysis as an analytical tool for scientific investigation of learner-learner, or learner-tutor interaction within an Computer Supported Corporative Learning (CSCL) environment. Theoretical and methodological implication of the Social Network Analysis had been discussed. Following theoretical analysis, an exploratory empirical study was conducted to test statistical correlation between traditional performance measures such as achievement and team contribution index, and the centrality measure, one of the many quantitative measures the Social Network Analysis provides. Results indicate the centrality measure was correlated with the higher order learning performance and the peer-evaluated contribution indices. An interpretation of the results and their implication to instructional design theory and practices were provided along with some suggestions for future research.

• Journal of The Korean Association of Information Education
• /
• v.8 no.1
• /
• pp.125-137
• /
• 2004

This research presents a performance assessment system of which the purpose is to increase the effectiveness of the instruction and learning through the on-the-job superintendent of the instructor, the self-directed learning of the learner, and the interaction between instructors and students. The presented performance assessment system applies the problem-based situated learning of the web-based performance assessment to the production, the execution, the assessment, and the transmission of the test. For the effective administration and learning in the school, we applies the Problem-Based Learning of constructivism and the web-based situated learning of the learning community to the system design. The production of the web-based performance assessment shows that the problem-based and self-directed learning of the assessment are achieved through the web-based automatic production of the performance assessment, and the contextual learning by case-based learning is performed by the production of the template of the performance assessment.

• Proceedings of the Korea Contents Association Conference
• /
• 2006.05a
• /
• pp.367-369
• /
• 2006

The educational contents could be better off when the visualization, personalized storytelling and interaction are combined and fused in the interface. In this paper, we analyze the specification of I/O cooperation based on MS agent framework. which can be applied to the development of educational contents.

• Proceedings of the Korean Information Science Society Conference
• /
• 1998.10c
• /
• pp.48-50
• /
• 1998

반복적 죄수의 딜레마(Iterated Prisoner's Dilemma, IPD)게임은 사회적, 경제적, 그리고 생물학적 시스템에서 협동의 진화를 연구하기 위한 대상으로 사용되어져 왔다. 이제까지 이기적이며 합리적인 개체들 사이에서의 협동의 진화에 대한 완전한 이해를 위하여 게임자의 수와 협동의 관계, 기계학습의 일환으로서의 전략학습, 그리고 이득함수가 협동에 미치는 영향 등에 관한 많은 연구가 이루어져 왔다. 이 논문에서는 실험을 통해 이득함수에 따른 협동연합의 크기와 지역화가 NIPD(N-player IPD)게임에서 협동의 진화에 미치는 영향에 대해 밝히고자 한다. 시뮬레이션 결과 이득함수와 협동연합의 크기에 대한 실험에서는 협동개체에 대한 이득함수의 기울기가 배반개체에 대한 이득함수의 기울기보다 급하거나 최소 연합의 크기가 작을수록 협동연합의 정도가 높게 나타남을 알 수 있었다. 그리고 지역화 실험에서는 상호작용하는 이웃의 크기가 작을수록 협동연합의 크기가 크게 진화됨을 알 수 있었다.

• Journal of The Korean Association of Information Education
• /
• v.9 no.2
• /
• pp.243-254
• /
• 2005

Along the information technology progresses, the demand for the educational application increases which derives the need for cyber education. Cyber education should take the knowledge construction model rather than the knowledge delivery model. For the educational paradigm shift by cyber education, 'Project-Based Learning' and 'Cyber Learning Community' need to be adopted. In this study, project-based cyber learning community for teacher education is developed with 5 major categories: Home(community vision, general information, project list, Q&A), project learning center(preparation for the instructional activities, group-based learning activities, presentations), meeting plaza(request for group mentoring, sharing ideas, meeting specialist, survey participating, forum participating, result presentation), references(cases of project studies, materials for project studies, materials for teacher education, general materials), management(project management, project cases, idea bank, finding partners, dialog with instructors, sharing references, sharing experiences, survey, forum).