• The Journal of Korean Association of Computer Education
• /
• v.15 no.1
• /
• pp.43-53
• /
• 2012

The spread of smartphones, many educational applications have been developed. However, the existing educational applications, learning the simple and uniform, due to the way the needs of learners are given feedback after learning did not reflect the present problem is how. In this paper vocabulary learning applications to implement the existing application using the learners' needs, survey analysis, and analysis results to reflect the learner's motivation to continue the learners to self-built learning objectives according to the stages of learning tailored to the training schedule set up and made a systematic feedback learning vocabulary was designed and implemented applications.

• Journal of the Korean Institute of Intelligent Systems
• /
• v.21 no.5
• /
• pp.602-608
• /
• 2011

In this study, a method of designing a neurointerface using neural network (NN) is proposed for controlling nonholonomic mobile robots. According to the concept of virtual master-slave robots, in particular, a partially stable inverse dynamic model of the master robot is acquired online through the NN by applying a feedback-error learning method, in which the feedback controller is assumed to be based on a PD compensator for such a nonholonomic robot. The NN for the online feedback-error learning can composed that the input layer consists of six units for the inputs $x_i$, i=1~6, the hidden layer consists of two hidden units for hidden outputs $o_j$, j=1~2, and the output layer consists of two units for the outputs ${\tau}_k$, k=1~2. A tracking control problem is demonstrated by some simulations for a nonholonomic mobile robot with two-independent driving wheels. The initial q value was set to [0, 5, ${\pi}$].

• 한국정보교육학회:학술대회논문집
• /
• 2007.01a
• /
• pp.245-254
• /
• 2007

본연구는 문제중심해결 과정에서 나타나는 뇌파를 활용한 뉴로피드백 훈련방법으로 자신의 의지에 의해 적절한 뇌파를 구성하여 문제기반 인지능력을 향상시키게 된다. 다양한 영재학습 유형 및 영재아를 뇌파분석에 따른 영역화를 통하여 객관적인 문제기반접근을 통한 표준화된 학습모형을 설계한 것이다. 뇌파는 뇌의 활동상태에 따라 다르게 나타나며, 자신의 뇌에 다양한 훈련으로 피드백을 받게 되면 특정파에 대한 조절능력을 갖게 된다. 본 연구에서는 뇌파조절을 통한 영재학습모형을 개발하여 영재학습능력 향상을 위한 영재프로그램의 설계모형을 개발하였다.

• Proceedings of the Korean Society of Computer Information Conference
• /
• 2020.07a
• /
• pp.637-639
• /
• 2020

본 논문에서는 소외계층 영재학생을 위한 온라인 학습 멘토링 운영 방안을 도출하였다. 소외계층 영재학생에게 필요한 맞춤형 과제, 실생활 문제, 학업 관리를 지원하기 위하여 맞춤형 과제와 피드백, 학업 상담으로 이루어진 온라인 학습 멘토링 운영 방안을 도출하였다. 맞춤형 과제에서는 소외계층 영재학생의 수준에 따라 실생활 주제를 활용한 과제를 제시하였으며, 피드백을 통하여 과제의 결과물을 평가받을 수 있도록 구성하였다. 학업 상담에서는 학업 계획 및 관리 능력을 향상시키기 위하여 전문가와 함께 상담을 진행할 수 있도록 하였다. 후속 연구에서는 온라인 학습 멘토링을 소외계층 영재학생에게 운영하고, 온라인 학습 멘토링의 효과를 분석하는 연구가 진행되어야 한다.

• Journal of the Korea Institute of Information and Communication Engineering
• /
• v.7 no.6
• /
• pp.1236-1243
• /
• 2003

In this paper, we designed and implemented a practice-oriented simulation-type web courseware to learn the ‘Digital Circuits’ subject effectively. The implemented web courseware utilized multimedia elements such as graphics, animations, and voices etc. for improving understanding and interaction of learning. Also, the web courseware could be easily updated a learning information by using database built in a web server system. In result, the implemented web courseware could encourage a learner with a motive of learning and improve effects of learning. Also, a learner can widely learn because we can add various contents to database according to need. Furthermore, the web courseware could improve understanding for learning by offering feedback on the result.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.7 no.3
• /
• pp.379-384
• /
• 2006

The paper describes a method of user feedback in order to enhance the retrieval effectiveness. In this paper, to overcome a weak point of the existing feedback function adapting fuzzy technique, we proposed the interaction function using gaussian function that gives different learning rate according to choice of components with same function. And, we grade degree that the user opinion is reflected to a system by applying user profile to the feedback function. User retrieval feedback method is adaptive retrieval method that makes a slow change for a long time using feedback function adapting gaussian function and user profile.

• Journal of Korean Home Economics Education Association
• /
• v.33 no.1
• /
• pp.101-127
• /
• 2021

The purpose of this study is to design and develop a teaching-learning process plan for process-based assessment, focusing on the unit related to life design in middle school home economics(HE: Home Economics part of 「Technology and Home Economics」), to propose a feedback plan after implementing it, and to evaluate the plan through participatory observation and interviews. The student reflection journals, teacher's class journals, participatory observation journals, interviews, and performance tasks, were collected and analyzed to provide foundational date to be utilized for feedback to students, and class improvement. The research results are as follows: First, the developed teaching-learning process plan consists of a total of 8 sessions, i.e. 2 sessions for each of the four learning themes, under the practical question of "What should I do to live the life I want?" The portfolio was composed of five evaluation topics and for evaluation, oral presentation, observational evaluation, self-assessment, and peer evaluation were considered. Second, during the class, feedback from teachers, feedback from fellow students, feedback through results, and a plan to record them were provided. Third, from the analysis of collected data including observation journals and interviews, it was apparent that the students recognized the necessity of process-based assessment after the class, and students acknowledged that through the process-based evaluation in which they are evaluated on the efforts they made and provided with feedbacks, they participated more in class, and it lead them to experience a sense of growth and a feeling that they took a step forward into their future. Teachers suggested that the class through feedback was suitable for the unit and the capacity of the class, but the difficulty they experienced in giving feedback was presented as a disadvantage. For the process-based assessment, follow-up research is needed on various ways to provide feedback on-line and off-line through changes in the perception of assessment.

• KIPS Transactions on Computer and Communication Systems
• /
• v.2 no.6
• /
• pp.245-252
• /
• 2013

We developed a system which supports the functions of real-time evaluation and feedback for smart learning. The system is consisted of an application for tablet PC and smart phone and the server, and the client exchanges data with the server through wireless communication. Whereby, the proposed system enabled realtime interaction and feedback between learner and teacher or between learners. As a result, the instruction for each learner's level is available using the system, and then it could enhance the level of academic achievement and learning interest.

• The Journal of Korean Association of Computer Education
• /
• v.9 no.2
• /
• pp.69-78
• /
• 2006

Educational evaluation is not the work to rank learners hierarchically, but the thing to increase the educational effectiveness by solving a learner's problem and improving the education process from the proper evaluation. The conventional evaluation systems have measured a learner's recognition level by dichotomy. Although they support the evaluation depending on a learner's academic ability and supply the feedback for wrong selection, it is insufficient to take out study-motive and give the establishment for a guidance point of learning. In this paper, we propose the web-based individual adaptive testing system in considering partial score for a learner. Our system are effective to estimate the ability of learner by considering partial score in detail and offer an feedback study from the self-diagnosis function for a learning results.

• Proceedings of the Korea Multimedia Society Conference
• /
• 2000.11a
• /
• pp.419-422
• /
• 2000

본 논문에서는 길을 기반으로 하여 학습자 스스로 학습의 장면을 결정하고, 학습의 형태를 계획하여 학습을 주도적으로 이끌어 낼 수 있도록 하는 학습자 중심의 자기주도적 학습 환경을 선계 및 구현하였다. 학습 설계 대상은 학습자와 길 사이의 동적 상호작용을 통하여 지필 학습방법으로 학습하기 힘들었던 단원인 고등학교 공통수학의 삼각함수를 선택하였다. 학습자가 학습장면에서 직접 실행해 보고 도형을 이동시켜 변화하는 현상을 관찰하고 탐구함으로써 실시간으로 피드백이 가능하여 학습의 효과를 극대화하였으며 학습자에 대한 정보와 학습의 상태는 DB를 이용하여 관리하도록 하였고 형성평가와 총괄평가는 DB를 이용하도록 설계하였다.