• KSII Transactions on Internet and Information Systems (TIIS)
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• v.8 no.6
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• pp.2152-2170
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• 2014

With advances in smart and ICT(information and communication technology) technologies, our life style has been changing dramatically. Now everybody can enjoy the benefits of such technologies in every aspect of his/her daily life. Currently more and more people are trying to have smart devices such as smart phones and tablet PCs so that smart devices become the bare necessities. New smart technologies have created a new concept called smart learning in education area. As educational smart contents become popular, we need quality standards for the contents. Those standards are essential for evaluating the smart contents and suggesting guidance for future smart contents production. Although there are some standards for the existing e-learning environments, to our best knowledge, there are no standards for educational smart contents in the literature. The purpose of this paper is to develop quality standards for educational smart contents. The proposed quality standards are based on the existing quality standards in e-learning environments and include some characteristics of smart learning. For development of quality standards, wide experts group from academy and industry are selected and surveyed. Their responses are analyzed based on thorough statistical analysis so that final quality standards for educational smart contents are developed.

• The Journal of the Korea Contents Association
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• v.22 no.1
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• pp.47-57
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• 2022

Demands for tangible contents using VR/AR technologies are much bigger as contactless services such as sports, physical activity, and fitness are expanded after COVID-19. A variety of technologies such as an offer and analysis of tangible data through a sensor technology, users' physical movement sensing through a motion recognition sensor, a real-time measurement of a physical skeleton point a multiple access to a real-time video, and AI training are being utilized as main technologies. This case study utilized motion recognition technologies as the study on tangible contents necessary for indoor-based physical education, sports, and fitness in the contactless environment and suggested cases to develop the physical measurement contents by design approach for the measurement assessment necessary for the development in tangible contents. The research established lists of the measurement assessment based on professionals' consultations within the measurement assessment function through the test to plan tangible contents and developed tangible contents by reflecting them as assessment measurement elements of tangible contents. The research can be utilized as the design approach of industrial companies which intend to develop tangible contents as well as reference cases of the research on contactless tangible contents for the sports and physical education.

• The Mathematical Education
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• v.39 no.1
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• pp.59-69
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• 2000

In order to serve effective teaching and teaming environments with an appropriate harmony of hard technologies and soft technologies and to contribute to multimedia contents design and development this study shows that the theoretical backgrounds, producing backgrounds, contents scenario, and related research as well as their use and integration into realistic classroom. In our environments, it is believed that it is possible for us to develop effective mathematics educational multimedia development fitting to our culture and emotion. Thus it is urged that the government should support the professional multimedia development ＆ production association enthusiastically.

• The Journal of the Korea Contents Association
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• v.16 no.3
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• pp.513-524
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• 2016

New education methodologies exploiting new media technologies are emerging with the development of digital technology. There also have been researches on efficient methods to apply new technologies on special education. In this paper, we analyze 32 researches associated with application of new media technology on special education for research theme, media, and teaching types. The analysis results show that there is few research on intervention contents which consider special education environment and the roll of teacher. This motivates us to develop a social storytelling contents to improve sociality of the children with developmental disability which can be easily useable in special education environment. The basic structure of the contents is designed for a child to make a choice in the meantime of storytelling and experience the different results depending on the choice. The pilot test with a child with mild autism verifies that it draws attention from the child and it is easy to use in a special education environment, which lays down the possibility as an intervention content.

• Journal of Korea Multimedia Society
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• v.23 no.6
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• pp.792-801
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• 2020

Today, the media environment has changed dramatically with the development of Internet transmission technology, computer performance, and various media production technologies. In particular, video content is widely used every day through mobile device or computer connected to the Internet. In addition, the ability to produce video content today is more important than ever, as the use of video content is also increasing in the area of information delivery and communication over the Internet. In this study, it was developed a liberal education curriculum in universities for the production of video content. The developed curriculum was composed of a combination of an online curriculum for theory and an offline curriculum for practicum. In the online curriculum, a 54 DOOR contents were developed to allow students to learn the theoretical knowledge and basic making techniques related to the production of video content. In an offline 15-week practicum curriculum, it covered the practical training contents of video content production that should be acquired every week. This developed liberal education curriculum aims to give non-major students in universities the opportunity to learn the technology of producing video content and to foster the ability to communicate in the media environment by using the video content produced.

• Journal of Digital Contents Society
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• v.19 no.7
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• pp.1253-1262
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• 2018

In this study, we propose a development environment for authoring quiz contents, which is based on the concept of "Gamification", which is the principle of Engagement and Reward. Future Services As a platform for authoring and composing technology, and also for educational contents authoring, I have reviewed key features and implications of HTML5 (CSS3.0, Java Script, etc.) along with key technologies. These features are key technologies for building a true smart learning environment. Based on this, a case of applying the gamification technique to enhance the educational effect was proposed through the quiz contents model.

• Journal of Korea Multimedia Society
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• v.14 no.3
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• pp.471-479
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• 2011

The world has witnessed a phenomenal growth in information and communication technologies (ICT). The development of new broadband communication services convergence of telecommunication with computers and recent developments in the field of communication protocol have fostered challenges as well as offerings in the wide-ranging use of ICT to support the creation of dynamic and interactive teaching and learning environment. By emergence of ICT, most of education and training institutions are struggling to integrate ICT and education and training systems. It is so important to apply proper delivery systems for utilization of the computerized teaching and learning contents in the classrooms. It will be a preliminary activity for building open and flexible distance teaching and learning systems in developing countries. In this paper, we would like to suggest and recommend the proper delivery systems for utilization of the computerized teaching and learning contents in the classrooms for education sector reform in developing countries.

• Journal of Korean Library and Information Science Society
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• v.51 no.4
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• pp.375-403
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• 2020

The purpose of the research is to discuss the directions of university library services development applying virtual and augmented reality (VR/AR) technologies and contents. In order to achieve the goal, the research investigated university librarians' awareness and demands regarding to applying VR/AR technologies and contents to university library services. The following questions are asked via online survey method to university librarians: what kinds of necessity and awareness about VR/AR technologies they have, what kinds of competency and environment (infrastructure) are required for the services, and how to conduct continuing education for service development, etc. On the basis of the survey results, the research suggested the matters to be noted when applying VR/AR technologies and contents to university library services. Furthermore, the contents and strategies to be considered and prepared when developing a library program using VR/AR technologies and contents were discussed and follow-up research topics were suggested.

• Journal of Digital Contents Society
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• v.13 no.3
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• pp.413-420
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• 2012

In this paper, PBL-based design education(PBDE) techniques for effective engineering design education to assess the infrastructure and outcome of creative engineering education which has been recognized as an important target in accreditation system of engineering education and a case of contents development as PBDE application to the logic circuit design that is essential integrant course of IT division of universities is presented. Because integrant design is based on compositional technologies with restricted realistic constraints, design components and the application of realistic constraints are different from those of capstone design. PBL technique must be carefully considered as it is used for creative design education. We applied the developed content to real design classes for validation of its performance and effectiveness.

• International Journal of Contents
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• v.14 no.3
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• pp.69-74
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• 2018

A new breed of universities equipped with student-centered education programs and advanced digital technologies is changing the face of higher education. "Flipped learning" is heralded as a new model of education, yet its effect is underexplored. The purpose of this study is to provide evaluation criteria to assess and understand the merit of student-centered education programs and apply them to actual cases. Discussion on the nature of knowledge, its production mechanism and system, and possible contribution of digital technology to user-centered programs are discussed to produce five key criteria; initiative of students, interaction in class, interaction in field, customization of courses, and automated personal service. They are applied to evaluation of Minerva and Ecole 42.