• The Journal of Korean Institute of Next Generation Computing
• /
• v.13 no.6
• /
• pp.21-30
• /
• 2017

Physical computing is performed through interaction with the real world making it suitable for cultivating student abilities in computing knowledge and thought processes. Furthermore, if users can develop programs under block-coding environment, it will be more easy and more intuitive. However, the existing block coding environment has a problem that the physical devices must be continuously connected to the computer. Blockly is an open source library that adds a visual code editor linked with graphic blocks to demonstrate coding concepts through web and mobile apps. Using Blockly, we describe a development environment for physical computing on mobile platform, which combines physical computing with an established block-coding environment, and activates it through wireless communication.

• Journal of the Korea Convergence Society
• /
• v.6 no.1
• /
• pp.23-28
• /
• 2015

Teaching programming skills is not only required for computer related departments but through the area of engineering and natural science. Moreover recently teaching programming skill is emphasized in software education for primary schools and secondary schools. Since programming ability is considered an essencial element of national competitiveness, we need programming learning system which alleviates the difficulty. We implemented Blockly webc Programming Convergent Learning System which is based on the graphic tools called Blockly by Google. Inside system problem sets for the programming beginners are embedded in the system. These problem sets are gone under more than 20 years verification and these problem sets may be used to help beginning programmers escape novice coder in short time. Blockly webc Programming Convergent Learning System together with already developed Simple Visual Language2 Programming Learning System is expected to play an important role as a programming learning system for the beginners.

• Proceedings of the Korean Society of Computer Information Conference
• /
• 2020.07a
• /
• pp.245-246
• /
• 2020

본 논문에서는 블록형 코딩 방식을 통해 비전공자가 스스로 머신러닝의 쉽게 원리를 구현해 볼 수 있는 딥아이( D.I.Y, Deep AI Yourself) 플랫폼을 제안하였다. 딥아이는 구글의 오픈 소스 블록형 코딩 툴 개발 라이브러리인 Blockly를 기반으로 머신러닝 알고리즘을 쉽게 구현할 수 다양한 블록으로 구성되어 있다. Blockly는 CSR 기반이며 사용자가 개발한 블록 코드는 내부적으로 코드 생성기에 의해 파이썬 코드 등으로 변환되어 백엔드 서버에서 처리를 하며 결과를 사용자에게 제공한다.

• Journal of The Korean Association of Information Education
• /
• v.22 no.1
• /
• pp.33-40
• /
• 2018

This study highlights the experiences and lessons learned, through the introduction and production of virtual reality in elementary school classes. We analysed the effects of virtual reality-contents production education using the data from the K.A.P survey, as well as the results from the class using virtual reality. We used Cospaces as a tool for coding the virtual reality content. It was not difficult for students to learn its functions because it could be coded with blockly based programmes. We analysed the results in the practice area. Based on these results, we suggest how to apply this to the elementary school field.

• Journal of Digital Contents Society
• /
• v.18 no.1
• /
• pp.63-70
• /
• 2017

Recently, as user feedback such as social reading become active, demand has been increased on e-book contents making which is based on user feedback. However, to reflect the user feedback onto the e-book, direct coding is required, which was difficult to the author who was not good at programming. To resolve this problem, Block assembly style feedback editor system, using Blockly was developed. This editor enables to reflect the user feedback by area allocation, component allocation, block editing, and code generating insertion, contrary to the existing way of programming realization in which direct coding was required for input, processing and output separately. This system was developed by using HTML. Javascript, PHP, and Codeigniter. Block editing is enabled to do provision and assembly of blocks by Blockly. The function of code generation & insertion allows to insert the Library function code. Through this system, the general users who are not capable of coding also can reflect feedback without doing actual coding.

• Journal of The Korean Association of Information Education
• /
• v.19 no.4
• /
• pp.459-466
• /
• 2015

The content of software education for elementary school students in the 2015 revisions to the national curriculum are not sufficient because class time dedicated to software education has been limited to 17 hours in fifth and sixth grades. In this study, I developed the algorithm and programming model for Korea. I analyzed domestic and international software education curricula as well as training platforms, such as Code.org, Blockly Games, and Entry. The suggested algorithm and programming framework is known as the Rainbow system, which is divided into 7 steps, 14 criteria, and 3 content areas--understanding the algorithm, the actual programming, and evaluation of the program. Using the Rainbow system, once students have completed a level they can be promoted to the next stage, regardless of their grade.

• Journal of The Korean Association of Information Education
• /
• v.22 no.5
• /
• pp.585-592
• /
• 2018

As the software education which utilizes the virtual reality in the education field becomes more interested in the teachers and the students, researches are being conducted for the education of virtual reality contents production. The purpose of this study is to analyze the curriculum, outcomes, and evaluation results of virtual reality contents production for educational students, elementary school students, and middle school students. As a result of analysis on each group, there was no difference in adaptability to specific tools, differences in ability of object production in production, and self-confidence and interest in production and utilization of virtual reality in learning attitude.

• Journal of The Korean Association of Information Education
• /
• v.24 no.1
• /
• pp.71-78
• /
• 2020

To maximize educational effect with new educational methods in the 4th Industrial Revolution era, immersive education has become the core type of education and virtual reality (VR) is at the center of realistic content. VR education is increasing in school, but researches on VR production education are insufficient. Our study has proposed a school-level curriculum for students to create their own VR content. The output and the survey results were analyzed to find out the learner characteristics of elementary school students, middle school students, and pre-service teachers at each school level. As a result, there were some noticeable differences in concentration, content subject, and production time according to school level. Primary school students focused on their subjects, middle school students related to learning, and pre-service teachers put top priority on contents useful for primary education.