• 한국컴퓨터정보학회논문지
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• 제24권2호
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• pp.9-16
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• 2019

Computer-Assisted Pronunciation Training system is considered to be a useful tool for pronunciation learning for students who received elementary level English pronunciation education, especially for students who have difficulty in correcting their pronunciation in front of others or who are not able to receive face-to-face training. The conventional Computer-Assisted Pronunciation Training system shows the word to the user, the user pronounces the word, and then the system provides phoneme or audio feedback according to the pronunciation of the user. In this paper, we propose a Computer-Assisted Pronunciation Training system that can practice on the varying pronunciation according to positions of adjacent phonemes. To achieve this, the proposed system is implemented by recommending a series of words by focusing on adjacent phonemes for simplicity and clarity. Experimental results showed that word recommendation considering adjacent phonemes leads to improvement of pronunciation accuracy.

• Journal of Community Nutrition
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• 제3권1호
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• pp.36-39
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• 2001

We developed a junior high school-level computer assisted instruction CAI lesson on obesity and weight control and compared its effectiveness with the lecture/discussion method. we collected pretest and posttest data on knowledge an dinterest in obesity and weight control form 450 students in junior high school We randomly assigned three groups the CAI lesson group a comparable lecture/discussion lesson group and control group There were significant difference among these three groups in posttest knowledge scores and in interest in weight control CAI student's responses to learning by computer were significantly positive.

• 정보교육학회논문지
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• 제8권3호
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• pp.335-349
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• 2004

최근 과학기술의 급속한 발달로 인하여 컴퓨터를 활용하는 교육환경도 크게 변화하고 있다. 특히 인터넷의 빠른 성장으로 인해 웹 상의 교육정보가 기하급수적으로 증가되었으며, 이에 따라 수많은 교육용 웹 자료를 컴퓨터 보조 학습 매체로 활용하고 있다. 또한 CAI(Computer Assisted Instruction), ICAI(Intelligent CAI) 나 ITS(Intelligent Tutoring System) 등을 통해 컴퓨터를 수업 매체로 활용하는 방법도 많이 연구되고 있다. 그러나 기존의 시스템들은 다양한 수준의 학습자들에게 수준별로 적합한 학습 방법과 학습할 수 있는 방법이 효율적으로 제공되지 않고 있는 실정이다. 특히 현행 교육과정이 지향하고 있는 수준별 교육과정에 적합하지 않으면서 학생들의 능력, 적성, 필요, 흥미에 대한 개인차를 고려하지 않고 학생 개개인의 성장 잠재력과 교육의 효율성을 극대화하지 못하고 있다. 따라서 본 논문에서는 학습자에게 웹을 통하여 필요한 학습정보를 제공하고 자기 주도적으로 학습 할 수 있는 환경을 만들어주면서, 학습자의 특성, 흥미, 호기심, 능력에 따라 알맞은 학습효과를 충족시켜줄 수 있는 웹 기반 자기주도적 MITS(Multimedia ITS)를 제안하였다. 본 시스템에서는 개별 학습의 효과를 극대화하기 위해 초등 수학 전 학년 수와 연산 영역에서 과정별, 특성별, 연계별 학습내용을 체계화하여 내용과 학년을 통합하였고, 학습자가 학년, 학습시간과 장소의 제한에서 벗어날 수 있도록 4개의 모듈로 구성된 웹 기반 MITS를 설계 및 개발하였다.

• 한국HCI학회:학술대회논문집
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• 한국HCI학회 2008년도 학술대회 2부
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• pp.64-70
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• 2008

Computer Assisted Learning (CAL) is quite different from in many aspects. CAL provides individualistic learning environment and facilitates autonomy of the learner. Thus the learners who uses CAL program has more sense of control and engages in more strategic learning than conventional learning environment. In this experiment, we used KORI (KORea university intelligent agent) which is a new type of ITS adopting TA (Teachable Agent) that fosters learning by teaching, So, we investigated the critical motivational factor that have influences in CAL learning and the effects of reward in CAL are another area of our interest. Thus, we divided two conditions that presence of reward and absence of reward. The 174 elementary school students(5th) were participated and they are randomly assigned the one of the reward conditions. Before entering the experimental instruction, all participants measured about metacognition, self-efficacy and goal orientation questionnaire as independent variables. Then, Participants were instructed of method of using KORI program and asked to study for ten days with KORI program at least 20 minutes everyday in their home, about 10 days. After 10 days, they were rated interest and comprehension. Regression results suggest that regardless of the presence of reward, metacognition is a positive predictor in interestingness. It indicate that metacognitive skills are required in CAL learning situation irrespective of reward. But on comprehension in the absence of reward, only self- efficacy appeared to be a positive predictor. In the presence of reward, performance goal orientation showed as a negative predictor of comprehension, whereas self-efficacy was a positive predictor. This result suggest that presence of reward especially interferes learning process of performance goal orientation in CAL learning situation. It could be interpreted that reward interferes the learning process of performance goal orientation by debilitating intrinsic motivation.

• 컴퓨터교육학회논문지
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• 제7권5호
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• pp.1-8
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• 2004

본 연구에서는 학습자의 시각적 학습 선호도에 따른 정화상을 이용한 CAI와 애니메이션을 이용한 CAI의 효과를 학습자의 개념 이해도, 개념 응용력, 학습 동기의 측면에서 비교하였다. 서울시에 소재한 중학교에서 1학년 59명을 대상으로 분자의 운동에 대하여 4차시 동안 수업을 진행하였다. 이원 공변량 분석 결과, 학습자의 시각적 학습 선호도와 관계없이 애니메이션을 이용한 CAI 집단이 정화상을 이용한 CAI 집단 보다 개념 검사 점수가 유의미하게 높았다. 그러나 개념 응용력 검사와 학습 동기 검사 결과는 두 집단 간에 차이가 없었다.

• 컴퓨터교육학회논문지
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• 제8권2호
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• pp.33-40
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• 2005

기존 CAI(Computer Assisted Instruction) 학습방법에서의 문제점은 학습자의 개인적 특성을 충분히 고려하지 못한 채 교수설계자가 정한 학습 경로에 따라 학습하도록 구현되었다는 점이다. 이런 점을 해결하기 위해서는 시스템 설계 시 누적된 개인자료를 통하여 개인차를 지능적으로 판단하고, 결손 된 부분을 처방할 수 있는 인공지능을 갖춘 ITS(Intelligent Tutoring System)가 필요하다. 본 연구에서는 향후 시스템 설계자가 전자계산기구조 학습을 위한 시스템 설계 시 학습자가 학습과정에서 범할 수 있는 오류와 성취능력수준을 파악하여 수준별 학습이 가능토록 할 수 있는 학습자 모델링을 설계하는데 있어 고려하여야 할 요소들을 제시하였다.

• 한국과학교육학회지
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• 제12권1호
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• pp.47-60
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• 1992

The purpose of this study was to investigate studesnts' attitudes toward computers and science subject using CAI(Computer-Assisted Instruction) as an instructional strategy in the elementary school level of science and computer literacy course. The influence of CAI programs on learner's attitudes toward computers and science varied according to the variables of,(l)sex (2)experience by computer learning, (3)learner's attitudes toward computers and science. Eighty nine samples were divided into the two groups.One group(48 studesnts)which is in the experimental group took a science instruction using CAI programs and computer literacy course, another group which is in the control group took only a science instruction using CAI programs. Data were collected and compared the experimental group with the control group. The results indicate as follows:(l) studesnts took science instruction using the CAI programs appeared a positive attitudes toward science. (2) the science attitudes of science instruction using the CAI programs was more effective in the lower group than in the upper group. (3) computer literacy course produced the positive attitude toward computers regardless of the experience by computer learning. (4) students using CAI programs with computer literacy course were more effective than students using CAI program only. (5) science instruction using the CAI programs was not found a meaningful difference by sex.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제5권1호
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• pp.13-20
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• 2001

Interaction through communication plays critical role in the mathematics learning in the sociocultural perspectives. The communication make the students construct shared knowledge, and also plays a role of mediation in making meaning. So, we have to consider sociocultural eprspectives in design of the mathematics leaning using computer. While Computer Assisted Instruction was the one-directional teaching program which proceed from computer to students, mathematics leaning using computer in the sociocultural perspectives have to consider two-directional instruction that proceed from computer to students as well as from students to computer. This interactional activity is the critical thing in the mathematics learning using computer.

• 제어로봇시스템학회논문지
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• 제20권8호
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• pp.815-821
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• 2014

In this paper, we propose a novel CALL (Computer-Assisted Language Learning) system, which is called POMY (POSTECH Immersive English Study). In our system, students can study English while talking to characters in a computer-generated virtual environment. POMY also supports haptic feedback, so students can study English in a more interesting manner. Haptic feedback is provided by two platforms, a haptic chair and a force-feedback device. The haptic chair, which is equipped with an array of vibrotactile actuators, delivers directional information to the student. The force-feedback device enables the student to feel the physical properties of an object. These haptic systems help the student better understand English conversations and focus on studying. We conducted a user experiment and its results showed that our haptic-enabled English study contributes to better learning of English.

• 융합정보논문지
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• 제9권7호
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• pp.106-113
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• 2019

이 논문은 개인 대상으로 장기간의 원격영상 교육을 실시한 사례를 분석함으로써, 효과적인 운영을 위한 융합기술에 대한 제언을 도출하는 것을 목적으로 한다. 로봇보조학습을 포함한 원격영상교육 경험이 있는 교수학습자를 대상으로 텔레프리젠스를 노트북, 스마트폰 로봇, 그리고 음성인식 피드백이 제공되도록 제작한 패드형 로봇으로 실험 설계하여 5개월간 원격수업 방식에 임의할당을 통해 진행하고, 과제 수행도를 측정함과 동시에 심층 인터뷰를 실시하였다. 학습자는 기존 연구와 마찬가지로 텔레프리젠스 로봇보조학습의 과제수행도가 가장 높은 것으로 나타났지만, 학습의 몰입도와 집중을 위하여 음성송출 피드백 외에 원격교수자와의 시선 맞춤이 필요하다고 생각했다. 원격 교수자는 원격교육의 영상입력 추가와 음원추적 자동 제어 기능을 요구했다.