• Annual Conference of KIPS
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• 2015.10a
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• pp.2-5
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• 2015

본 연구에서는 프로그램을 전혀 해보지 않았고, 게임에는 관심 있는 초등학교 저학년을 대상으로 EPL 도구로서 스크래치를 이용한 SW교육의 교수 학습 모형을 개발하였다. 5단계 10차시로 분류하여 각 단계별 학습목표를 설정하고 교수 학습 목표를 결정하였다. 학습목표에 맞게 각 단계별 수업이 이루어지면 목표에 도달할 수 있도록 반복수업, 흥미 있는 수업, 이해도가 증가할 수 있도록 단계별 수업으로 구성하였다. 또한 SW교육 교수 학습 모형에서 각 차시별 목표를 설정하고 단계별 교수 학습 전략을 제공하여 목표에 도달할 수 있도록 유도하였다. 본 연구를 통해 초등학교 저학년에게 SW교육이 가능한지, 어느 정도 수준의 교육으로 이루어져야 하는 지, EPL 도구로서의 스크래치의 활용성은 어느 정도인지 등을 알아보고 SW교육에 수업자료로 활용하고자 한다.

• Journal of the Institute of Electronics Engineers of Korea CI
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• v.42 no.3 s.303
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• pp.17-28
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• 2005

Recently intelligent characters in computer games have been an important element more and more because they continually stimulate gamers' interests. As a typical method for implementing such intelligent characters, neural networks have been used for training action patterns of opponent's characters and game rules. However, some of the game rules can be abruptly changed and action properties of garners in on-line game environments are quite different according to gamers. In this paper, we address how a neural network adapts to those environmental changes. Our adaptation solution includes two components: an individual adaptation mechanism and a group adaptation mechanism. With the individual adaptation algorithm, an intelligent character steadily checks its game score, assesses the environmental change with taking into consideration of the lastly earned scores, and initiates a new learning process when a change is detected. In multi-user games, including massively multiple on-line games, intelligent characters confront diverse opponents that have various action patterns and strategies depending on the gamers controlling the opponents. The group adaptation algorithm controls the birth of intelligent characters to conserve an equilibrium state of a game world by using a genetic algorithm. To show the performance of the proposed schemes, we implement a simple fighting action game and experiment on it with changing game rules and opponent characters' action patterns. The experimental results show that the proposed algorithms are able to make intelligent characters adapt themselves to the change.

• Proceedings of the Korean Society for Cognitive Science Conference
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• 2000.05a
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• pp.209-213
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• 2000

흥미는 학습을 비롯한 여러 인지 과제 수행에 있어서 중요한 변인이 된다. 그러나 그 개념의 모호성이나 측정 가능성에 대한 문제 등으로 인해서 이에 대한 직접적인 연구가 부족한 것이 현실이다. 본 연구에서는 컴퓨터 게임의 상황에서 발생하는 흥미와 관련된 변인으로서 주관적 시간 지각과 flow 경험에 대한 설문을 통해서 흥미관련요인을 알아보고자 하였다. 게임에서의 흥미의 경험이 실제 시간보다 짧은 주관적 시간 지각의 왜곡으로 나타날 것이며 flow와 관계된 요인들이 결국 흥미 유발에 유의한 관련성이 있을 것이라고 기대되었다. 결과에 따르면 주관적 시간 지각이 흥미의 정도에 따라 차이가 있는 것으로 나타났으며, 도전감, 주의, 시간 왜곡감, 기술, 각성 등의 변인도 흥미와 관련된 것으로 나타났다. 또한 네트웍과 개인 조건에 따른 흥미와 시간의 왜곡감, 전략, 시간 지각의 차이도 역시 유의하였다.

• KIPS Transactions on Software and Data Engineering
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• v.10 no.4
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• pp.143-152
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• 2021

It is very important to learn behavioral policies that allow multiple agents to work together organically for common goals in various real-world applications. In this multi-agent reinforcement learning (MARL) environment, most existing studies have adopted centralized training with decentralized execution (CTDE) methods as in effect standard frameworks. However, this multi-agent reinforcement learning method is difficult to effectively cope with in a dynamic environment in which new environmental changes that are not experienced during training time may constantly occur in real life situations. In order to effectively cope with this dynamic environment, this paper proposes a novel multi-agent reinforcement learning system, C-COMA. C-COMA is a continual learning model that assumes actual situations from the beginning and continuously learns the cooperative behavior policies of agents without dividing the training time and execution time of the agents separately. In this paper, we demonstrate the effectiveness and excellence of the proposed model C-COMA by implementing a dynamic mini-game based on Starcraft II, a representative real-time strategy game, and conducting various experiments using this environment.

• Journal of KIISE:Software and Applications
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• v.27 no.3
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• pp.257-265
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• 2000

There is much selective confliction in nature where selfish and rational individuals exists. Iterated Prisoner's Dilemma (IPD) game deals with this problem, and has been used to study on the evolution of cooperation in social, economic and biological systems. So far, there has been much work about the relationship of the number of players and cooperation, strategy learning as a machine learning and the effect of payoff functions to cooperation. In this paper, We attempt to investigate the cooperative coalition size according to payoff functions, and observe the relationship of localization and the evolution of cooperation in NIPD (N-player IPD) game. Experimental results indicate that cooperative coalition size increases as the gradient of the payoff function for cooperation becomes steeper than that of defector's payoff function, or as the minimum coalition size gets smaller, Moreover, the smaller the neighborhood of interaction is, the higher the cooperative coalition emerges through the evolution of population.

• Journal of Digital Contents Society
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• v.18 no.1
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• pp.1-7
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• 2017

Virtual reality(VR) is known as immersive multimedia or computer-simulated reality, is a computer technology that replicates an environment, real or imagined, and simulates a user's physical presence and environment to allow for user interaction. Virtual realities artificially create sensory experience including sight, touch, hearing, and smell. Owing to the use of a single device in most VR contents, user have difficulty in manipulating user interface and game object. And also immersion of the game goes down because they can't see the mouse and keyboard in virtual space. In this paper, we design and implement the chess game to easily and accurately control user interface to improve the immersion in game.

• Journal of Korea Game Society
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• v.8 no.1
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• pp.29-39
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• 2008

In this research, the researcher uses semiotic methods in order to analyze the essential aspects of educational games. The basic concepts of semiotics and their relevance to education are explored, as well as how signs are shown in a particular educational game is examined. Several semiotic theories which can assist in analyzing educational game are examined. Roller coaster Tycoon2, an educational game, is analyzed using Peirce's semiology in which education is defined in terms of signs and semiosis. As a result of analyzing Roller Coaster Tycoon2, a educational game, through Peirces semiology, the game was found to contain all the different types of signs. It contains the three types of signs (sign, object, interpretant) as well as firstness, secondness, and thirdness. Especially, the second and third has a major part in Roller Coaster Tycoon2. The sign of the second is assists in logical and creative thinking, the third is assists in creative. It appears often in the game due to the real-time strategy game environment in which problems are solved by planning logical strategies after considering the relationship between several signs.

• Journal of Korea Game Society
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• v.18 no.2
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• pp.109-120
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• 2018

Gamification is an important technology for the museum experience in the future, but there is a lack in both its application and academic studies in Korea. Therefore this study targets the technical strategies of museum gamification by studying domestic and international cases. For this purpose, this study analyzes and compares the cases as personalization, and audience interaction of museum experience and sees how the structure of the digital program affects the museum experience in detail by applying MDA framework to the comparisons. For visitors' active interaction with the museums, gamification should be designed in a way to contribute to visual expression of self identity, utilization of the museum space, constructivist learning free from limit on space and time, and interaction with other people.

• The Mathematical Education
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• v.60 no.4
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• pp.467-491
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• 2021

This study is a study on the coding mathematics curriculum that converges elementary and middle school mathematics and information subjects and a minimum coding game-based education method for this. For the past 3 years, the coding mathematics curriculum and educational methods to effectively operate the curriculum were studied by applying them to 6th graders of elementary school and 1st graders of middle school. As a result of the first year of research, the coding mathematics curriculum was modified to a coding environment including the mathematical concept of a three-dimensional coordinate space, and the three-dimensional object was improved to be output as a real 3D print. As a result of the 2nd year study, it was improved so that even low-level students can build buildings by introducing different level commands for each component of the building so that self-directed learning is possible. As a result of the 3rd year study, a teaching-learning strategy based on a minimal coding game was designed to induce an increase in the level of computational thinking, and evaluation and feedback for diagnosing computational thinking were developed. Educational methods to promote self-directed learning and computing thinking ability, and researched coding mathematics curriculum are meaningful for the research and practice of the convergence education of school mathematics and informatics.

• Journal of Digital Convergence
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• v.14 no.10
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• pp.339-348
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• 2016

The purpose of this study was to identify the Kolb's learning style and preference for instructional methods of undergraduate nursing students. Data were collected from 174 students at a university in D city using a structured questionnaire from October 19 to October 21 2015. Learning style ratio of nursing students was accommodator 34.5%, converger 33.9%, assimilator 16.1%, diverger 15.5% and preference scores for instructional methods were discussion 7.27, direct instruction 7.26, peer teaching 7.22, independent study 6.54, project 6.25, instruction through technology 5.77, game 5.45, simulation 4.23. A significant difference was found in experience of flipped learning between four learning styles groups of nursing students. However, there was no significant difference in the preference of instructional methods between the four learning styles groups. Most of the students were in the middle range of the learning styles. The assessment of nursing students' learning styles is expected to help educator to plan teaching strategies.