• Journal of The Korean Association of Information Education
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• v.23 no.3
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• pp.229-235
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• 2019

By combining the elements of the game or game in education, it improves the interest of the students and improves academic achievement by creating an environment where they can participate directly. We propose a curriculum that can learn the core principles of the elementary curriculum through fusion. The proposed curriculum helps students to understand the principles of the elementary curriculum by learning the artificial intelligence method in board game form. Learning methods that incorporate such elements of the game will enable learners to learn the principles of IT so that they can develop their ability to understand objects from various perspectives and enhance their thinking skills. It is expected that the elementary artificial intelligence curriculum that incorporates the proposed gamification will contribute to the development of the information science curriculum, which has been highlighted recently from the 2015 curriculum.

• Communications of Mathematical Education
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• v.32 no.4
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• pp.519-536
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• 2018

This study is intended to develop a numeracy program for late-adult learners. For this study, firstly, characteristics of numeracy were analyzed and based on those characteristics, numeracy learning contents for late-adult learners were selected. Also, teaching and learning materials were developed by linking the mathematics contents selected to experience-based real lives of late-adult learners. When this numeracy program was applied to late-adult learners, it was observed that there was a change in the affective domain like interest at the early stage of learning and that as learning continued, mathematical elaboration occurred by way of mathematical formalization. In conclusion, this study has significance by re-defining arithmetic for late-adults from a perspective of numeracy, based on experience of late-adults, and making a contribution to mathematical elaboration of late-adult learners so non-formal problem-solving processes of lat-adult learners can be justified as elaborate mathematical problem-solving.

• Journal of Korean Library and Information Science Society
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• v.36 no.2
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• pp.1-12
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• 2005

The purpose of this study is to investigate the nature and the pattern of oral book reviewing in order to prepare the methodological basis of systematic education and training for the oral book reviewer Students should have opportunities to exercise themselves in oral book reviewing. We need experienced teachers, space, facilities, and supplies to train them to be a member of reviewer group at modern intellectual society. And there are so many prerequisites like good copy, delivery technique, understanding the specialty of broadcasting language and the distinctions of the oral review from the written review for successful performance as reviewer.

• Proceedings of the Korean Information Science Society Conference
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• 2006.10b
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• pp.324-329
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• 2006

Non-negative matrix factorization(NMF) 기법은 음이 아닌 값으로 구성된 데이터를 두 종류의 양의 행렬의 곱의 형식으로 분할하는 데이터 분석기법으로서, 텍스트마이닝, 바이오인포매틱스, 멀티미디어 데이터 분석 등에 활용되었다. 본 연구에서는 기본 NMF 기법에 기반하여 텍스트 문서로부터 토픽을 추출하고 동시에 이를 가시적으로 도시하기 위한 Topographic NMF (TNMF) 기법을 제안한다. TNMF에 의한 토픽 가시화는 데이터를 전체적인 관점에서 보다 직관적으로 파악하는데 도움이 될 수 있다. TNMF는 생성모델 관점에서 볼 때, 2개의 은닉층을 갖는 계층적 모델로 표현할 수 있으며, 상위 은닉층에서 하위 은닉층으로의 연결은 토픽공간상에서 토픽간의 전이확률 또는 이웃함수를 정의한다. TNMF에서의 학습은 전이확률값의 연속적 스케줄링 과정 속에서 반복적 파리미터 갱신 과정을 통해 학습이 이루어지는데, 파라미터 갱신은 기본 NMF 기반 학습 과정으로부터 유사한 형태로 유도될 수 있음을 보인다. 추가적으로 Probabilistic LSA에 기초한 토픽 가시화 기법 및 희소(sparse)한 해(解) 도출을 목적으로 한 non-smooth NMF 기법과의 연관성을 분석, 제시한다. NIPS 학회 논문 데이터에 대한 실험을 통해 제안된 방법론이 문서 내에 내재된 토픽들을 효과적으로 가시화 할 수 있음을 제시한다.

• Journal of KIISE
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• v.42 no.8
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• pp.1065-1070
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• 2015

The performance of many natural language processing applications depends on the knowledge base as a major resource. WordNet, YAGO, Cyc, and BabelNet have been extensively used as knowledge bases in English. In this paper, we propose a method to construct a YAGO-style knowledge base automatically for Korean (hereafter, K-YAGO) from Wikipedia and YAGO. The proposed system constructs an initial K-YAGO simply by matching YAGO to info-boxes in Wikipedia. Then, the initial K-YAGO is expanded through the use of a machine learning technique. Experiments with the initial K-YAGO shows that the proposed system has a precision of 0.9642. In the experiments with the expanded part of K-YAGO, an accuracy of 0.9468 was achieved with an average macro F1-measure of 0.7596.

• Annual Conference on Human and Language Technology
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• 2022.10a
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• pp.135-140
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• 2022

최근 Document Retrieval을 비롯한 대부분의 자연어처리 분야에서는 BERT와 같이 self-attention을 기반으로 한 사전훈련 모델을 활용하여 SOTA(state-of-the-art)를 이루고 있다. 그러나 self-attention 메커니즘은 입력 텍스트 길이의 제곱에 비례하여 계산 복잡도가 증가하기 때문에, 해당 모델들은 선천적으로 입력 텍스트의 길이가 제한되는 한계점을 지닌다. Document Retrieval 분야에서는, 문서를 특정 토큰 길이 단위의 문단으로 나누어 각 문단의 유사 점수 또는 표현 벡터를 추출한 후 집계함으로서 길이 제한 문제를 해결하는 방법론이 하나의 주류를 이루고 있다. 그러나 논문, 특허와 같이 섹션 형식(초록, 결론 등)을 갖는 문서의 경우, 섹션 유형에 따라 고유한 정보 특성을 지닌다. 따라서 문서를 단순히 특정 길이의 문단으로 나누어 학습하는 PARADE와 같은 기존 방법론은 각 섹션이 지닌 특성을 반영하지 못한다는 한계점을 지닌다. 본 논문에서는 섹션 유형에 대한 정보를 포함하는 문단 표현을 학습한 후, 트랜스포머 인코더를 사용하여 집계함으로서, 결과적으로 섹션의 특징과 상호 정보를 학습할 수 있도록 하는 SERADE 모델을 제안하고자 한다. 실험 결과, PARADE-Transformer 모델과 비교하여 평균 3.8%의 성능 향상을 기록하였다.

• Proceedings of the Korean Society of Computer Information Conference
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• 2023.01a
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• pp.9-12
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• 2023

최근 영상 콘텐츠를 통해 영상물의 메시지뿐 아니라 메시지의 형식을 통해 전달된 감정이 시청하는 사람의 심리 상태에 영향을 주고 있다. 이에 따라, 영상 콘텐츠의 감정을 분류하는 연구가 활발히 진행되고 있고 본 논문에서는 대중적인 영상 스트리밍 플랫폼 중 하나인 유튜브 영상을 7가지의 감정 카테고리로 분류하는 여러 개의 영상 데이터 중 각 영상 데이터에서 오디오와 이미지 데이터를 각각 추출하여 학습에 이용하는 멀티 모달 방식 기반의 영상 감정 분류 모델을 제안한다. 사전 학습된 VGG(Visual Geometry Group)모델과 ViT(Vision Transformer) 모델을 오디오 분류 모델과 이미지 분류 모델에 이용하여 학습하고 본 논문에서 제안하는 병합 방법을 이용하여 병합 후 비교하였다. 본 논문에서는 기존 영상 데이터 감정 분류 방식과 다르게 영상 속에서 화자를 인식하지 않고 감정을 분류하여 최고 48%의 정확도를 얻었다.

• Journal of The Korean Association For Science Education
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• v.29 no.5
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• pp.477-491
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• 2009

The purpose of this study is to analyze activities of mentally retarded students studying science within inclusive classes from the aspect of activity sharing to investigate ways of improving their involvement in the tasks. For this study, three mentally retarded students and their peer group in inclusive classes were observed and videotaped for 12 science class sessions about forces and waves. There were many cases in which task involvement of mentally retarded students changed according to three degrees of their activity sharing: well-synchronized, delayed and estranged. When degrees of activity sharing were estranged or delayed, task involvement of the mentally retarded students faded from activeness to passiveness. When the degree of activity sharing was well-synchronized, the mentally retarded students showed interest in learning and were able to participate in science class more actively. Different patterns of activity sharing of mentally retarded students between teacher-centered activities and student-centered activities were observed. In most cases of teacher-centered activities, the monotonous pace could deprive the mentally retarded students of their chance to catch up. As a result, their delayed degrees of activity sharing were faded into estranged degrees. In many cases of student-centered activities, various pacing according to the groups or students could provide mentally retarded students with a chance to catch up, so they could be well-synchronized. In one case of teacher-centered activity, the mentally retarded students were well-synchronized with the teacher's repeated explanations and well-matched illustrations on the blackboard and textbooks. In some cases of student-centered activities, students were well-synchronized with positive relations with and appropriate intervention by other students. In conclusion, various approaches to encourage activity sharing of mentally retarded students with normal ones should be pursued to improve task involvement and academic achievement of mentally retarded students.

• Journal of The Korean Association of Information Education
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• v.7 no.1
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• pp.37-47
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• 2003

A grading system of practical word processor skills is designed and implemented by using HWPML(Hangul Word Processor Markup Language) which is a product of Hangul and Computer Co Ltd. By using HWPML, which is a markup tag structure of Hangul file, Hangul files can be edited in other application programs. Authorized users can make questions. However, only the manager is allowed to register answers to the questions in order to maintain the correctness of grading. The result of test is stored in the database and the statistics on pass or failure can be shown interactively. The number of taking test and scores for each user are stored in the database and they can be accessed to whenever the user wants them. Comments on the test results are provided by the manager so that learners can intensity their weak points.

• Journal for History of Mathematics
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• v.26 no.2_3
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• pp.131-148
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• 2013

Euler's formula provides the topological characteristics of geometrical objects including polyhedra, and so an important mathematical concept. Descriptions on Euler's formula had been in the textbooks according to the 3rd through 7th National Mathematics Curriculum. However, they are gone after that. In this study, we focus on Euler characteristic and Euler's formula as an educational material for educations for the gifted or after-school educations. We first look at the mathematical history and the applications of Euler's formula and national curriculums to search for its mathematical and educational meaning. We further make a suggestion for a learning environment which provides a better education relying on search activities, not just depending on memorization, illuminated from the education of Euler's formula.