• 디지털콘텐츠학회 논문지
• /
• 제19권8호
• /
• pp.1575-1584
• /
• 2018

본 논문에서는 영어를 PC상에서 효과적으로 타이핑하면서 영어 학습 효과까지 얻기 위하여 파이썬의 클래스와 함수 구조를 이용하여 사용자 중심의 적응적 영문 타이핑 프로그램을 구현한다. 사용자는 필요한 영어 예문을 텍스트 파일로 생성한 후 연결하여 영문 타이핑 연습에 활용할 수 있도록 하고 타이핑 연습에 사용된 영어 문장을 기반으로 기억력 테스트를 할 수 있는 기능을 제공하여 영어 학습 효과를 얻을 수 있도록 한다. 구현된 프로그램의 인터페이스는 게임 형식으로 구성하여 흥미롭게 접근할 수 있고 사용자간의 순위를 공개하여 타이핑 속도와 영어 학습에 긍정적인 자극을 제공하여 사용자들의 영문 타이핑 속도를 향상시킴과 동시에 영어 학습 효과까지 높일 수 있을 것으로 기대한다.

• 한국멀티미디어학회논문지
• /
• 제24권12호
• /
• pp.1663-1672
• /
• 2021

There are various typing practice applications. In addition, research cases on learning applications that support typing practice have been reported. These services are usually provided in a way that utilizes their own built-in text. Learners collect various contents through web services and use them a lot for learning. Therefore, this paper proposes a learning application to increase the learning effect by collecting vast amounts of web content and applying it to typing practice. The proposed application is implemented using Tkinter, a GUI module of Python. BeautifulSoup module of Python is used to extract information from the web. In order to process the extracted data, the NLTK module, which is an English data preprocessor, and the KoNLPy module, which is a Korean language processing module, are used. The operation of the proposed function is verified in the implementation and experimental results.

• 음성과학
• /
• 제10권2호
• /
• pp.259-280
• /
• 2003

The paper discusses the way in which speech sounds are being evaluated and transcribed in various fields of speech sciences, and suggests ways for a more accurate transcription. The academic fields explored are of phonetics, speech processing, speech pathology, and foreign language education. The discussion centers on the International Phonetic Alphabet (IPA), most commonly used in these fields, and other less widely-accepted transcription conventions such as the TOnes and Break Indices (ToBI), the Speech Assessment Methods Phonetic Alphabet (SAMPA), an extension of the official Korean Romanization (KORBET), and the American-English transcription system in the TIMIT database (TIMITBET). These transcription conventions are dealt with Korean, English, and Korean-accented English. The paper demonstrates that each transcription can exclusively be recommended for a specific need from different academic fields. Due to its publicity, the IPA is best suited for phonetic evaluation in the fields of phonetics, speech pathology, and foreign language education. The rest of the transcriptions are useful for keyboard-inputting the phonetically evaluated data from all these fields as well as for sound transcription in speech engineering, because they use convenient letter symbols for typing, searching, and programming. Several practical suggestions are made to maintain the transcriptional efficiency and consistency to accommodate the intra-and inter-transcriber variability.

• 산업공학
• /
• 제25권3호
• /
• pp.290-299
• /
• 2012

Keystroke dynamics refers to a way of typing a string of characters. Since one has his/her own typing behavior, one's keystroke dynamics can be used as a distinctive biometric feature for user authentication. In this paper, two authentication algorithms based on keystroke dynamics of long and free texts are proposed. The first is the K-S score, which is based on the Kolmogorov-Smirnov test, and the second is the 'R-A' measure, which combines 'R' and 'A' measures proposed by Gunetti and Picardi (2005). In order to verify the authentication performance of the proposed algorithms, we collected more than 3,000 key latencies from 34 subjects in Korean and 35 subjects in English. Compared with three benchmark algorithms, we found that the K-S score was outstanding when the reference and test key latencies were not sufficient, while the 'R-A' measure was the best when enough reference and test key latencies were provided.

• 대한음성학회:학술대회논문집
• /
• 대한음성학회 1997년도 7월 학술대회지
• /
• pp.176-178
• /
• 1997

To make a long story short I made up my mind to experiment with a multimedia approach to my classroom presentations two years ago because my ways of giving instructions bored the pants off me as well as my students. My favorite ways used to be sometimes referred to as classical or traditional ones, heavily dependent on the three elements: teacher's mouth, books, and chalk. Some call it the 'MBC method'. To top it off, I tried audio-visuals such as tape recorders, cassette players, VTR, pictures, and you name it, that could help improve my teaching method. And yet I have been unhappy about the results by a trial and error approach. I was determined to look for a better way that would ensure my satisfaction in the first place. What really turned me on was a multimedia CD ROM title, ELLIS (English Language Learning Instructional Systems) developed by Dr. Frank Otto. This is an integrated system of learning English based on advanced computer technology. Inspired by the utility and potential of such a multimedia system for regular classroom or lab instructions, I designed a simple but practical multimedia language learning laboratory in 1994 for the first time in Korea(perhaps for the first time in the world). It was high time that the conventional type of language laboratory(audio-passive) at Hahnnam be replaced because of wear and tear. Prior to this development, in 1991, I put a first CALL(Computer Assisted Language Learning) laboratory equipped with 35 personal computers(286), where students were encouraged to practise English typing, word processing and study English grammar, English vocabulary, and English composition. The first multimedia language learning laboratory was composed of 1) a multimedia personal computer(486DX2 then, now 586), 2) VGA multipliers that enable simultaneous viewing of the screen at control of the instructor, 3) an amplifIer, 4) loud speakers, 5)student monitors, 6) student tables to seat three students(a monitor for two students is more realistic, though), 7) student chairs, 8) an instructor table, and 9) cables. It was augmented later with an Internet hookup. The beauty of this type of multimedia language learning laboratory is the economy of furnishing and maintaining it. There is no need of darkening the facilities, which is a must when an LCD/beam projector is preferred in the laboratory. It is headset free, which proved to make students exasperated when worn more than- twenty minutes. In the previous semester I taught three different subjects: Freshman English Lab, English Phonetics, and Listening Comprehension Intermediate. I used CD ROM titles like ELLIS, Master Pronunciation, English Tripple Play Plus, English Arcade, Living Books, Q-Steps, English Discoveries, Compton's Encyclopedia. On the other hand, I managed to put all teaching materials into PowerPoint, where letters, photo, graphic, animation, audio, and video files are orderly stored in terms of slides. It takes time for me to prepare my teaching materials via PowerPoint, but it is a wonderful tool for the sake of presentations. And it is worth trying as long as I can entertain my students in such a way. Once everything is put into the computer, I feel relaxed and a bit excited watching my students enjoy my presentations. It appears to be great fun for students because they have never experienced this type of instruction. This is how I freed myself from having to manipulate a cassette tape player, VTR, and write on the board. The student monitors in front of them seem to help them concentrate on what they see, combined with what they hear. All I have to do is to simply click a mouse to give presentations and explanations, when necessary. I use a remote mouse, which prevents me from sitting at the instructor table. Instead, I can walk around in the room and enjoy freer interactions with students. Using this instrument, I can also have my students participate in the presentation. In particular, I invite my students to manipulate the computer using the remote mouse from the student's seat not from the instructor's seat. Every student appears to be fascinated with my multimedia approach to English teaching because of its unique nature as a new teaching tool as we face the 21st century. They all agree that the multimedia way is an interesting and fascinating way of learning to satisfy their needs. Above all, it helps lighten their drudgery in the classroom. They feel other subjects taught by other teachers should be treated in the same fashion. A multimedia approach to education is impossible without the advent of hi-tech computers, of which multi functions are integrated into a unified system, i.e., a personal computer. If you have computer-phobia, make quick friends with it; the sooner, the better. It can be a wonderful assistant to you. It is the Internet that I pay close attention to in conjunction with the multimedia approach to English education. Via e-mail system, I encourage my students to write to me in English. I encourage them to enjoy chatting with people all over the world. I also encourage them to visit the sites where they offer study courses in English conversation, vocabulary, idiomatic expressions, reading, and writing. I help them search any subject they want to via World Wide Web. Some day in the near future it will be the hub of learning for everybody. It will eventually free students from books, teachers, libraries, classrooms, and boredom. I will keep exploring better ways to give satisfying instructions to my students who deserve my entertainment.

• 융합보안논문지
• /
• 제15권2호
• /
• pp.11-17
• /
• 2015

정보화 진흥원의 정보격차실태 보고서에 의하면 최신 IT 기술은 정보를 가진 사람과 가지지 못한 사람간의 삶의 질의 격차를 증가시키는 사회적 문제로 대두되고 있다. 따라서 본 논문에서는 정보 소외 계층 중에서 시각장애인을 위한 점자키보드 시스템 기술을 제안하여 정보 격차 해소에 도움이 되고자 한다. 시각 장애인들의 휴대사용과 편의성, 빠른 텍스트 입력에 초점을 맞추어 무선 데이터 전송 기술 기반으로 설계를 하였으며 텍스트 입력 실험에서는 한글, 영어, 숫자 모두 잘 표현이 되었고 속도는 분당 22타가 나왔다. 특히 문자를 인식하여 음성으로 출력해 주는 기능을 통해 사용자가 정확한 문자입력이 가능하도록 설계하였으며, 전화, 알람, 카카오톡, 인터넷, 음악, 문자도 사용하는데 지장이 없었다. 제안한 기술은 스마트폰의 사용자 확대를 통하여 정보 격차 해소에 크게 기여할 것으로 사료된다.

• 한국정보과학회논문지:소프트웨어및응용
• /
• 제37권10호
• /
• pp.788-801
• /
• 2010

모바일 기기가 발전함에 따라 입력 수단에 대한 연구는 중요한 이슈이다 키패드, 쿼티키패드, 터치, 음성인식 등 다양한 입력장치가 사용되고 있으나 아직 데스크톱 입력장치에 비해 편의성이 떨어져서 입력 시의 오타나 탈자 등의 오류가 포함되는 경우가 많다. 이러한 입력 오류는 문자 메시지 등 사람과의 의사소통에는 문제를 일으키지 않으나 사전, 주소록 등의 데이터베이스 검색에는 치명적인 오류로서 원하는 검색 결과를 얻지 못하게 된다. 특히 한글의 경우 자음과 모음의 조합을 통해 글자를 생성하는 특성상 1만자가 넘는 글자의 조합이 가능하여 영문에 비하여 오류의 빈도가 높다. 기존의 검색 시스템은 Suffix Tree등을 이용하여 입력 오류를 처리하지만 다양한 오류에 대응하기에는 한계가 있다. 본 논문에서는 오자, 탈자 등의 입력 오류를 허용하면서 빠른 검색이 가능한 근사 한글 단어 검색 시스템을 제안하고자 한다. 이 시스템은 기존의 알파벳에 적용된 근사 문자열 검색(Approximate String Searching)을 한글에 효과적으로 적용할 수 있는 여러 가지 알고리즘과 기법이 포함되어 있다. 그리고 제안된 시스템을 이용한 변형 욕설 필터링 시스템의 개발에 대해 이야기하고자 한다. 이 시스템은 유저의 각종 변형 욕설 입력에 대해 90% 이상의 필터링 성능을 보였다.

• 한국도서관정보학회지
• /
• 제21권
• /
• pp.253-289
• /
• 1994

The purpose of this study is about the search pattern of LINNET (Library Information Network System) OPAC users by transaction log, maintained by POSTECH(Pohang University of Science and Technology) Central Library, to provide feedback information of OPAC system design. The results of this study are as follows. First, for the period of this analysis, there were totally 11, 218 log-ins, 40, 627 transaction logs and 3.62 retrievals per a log-in. Title keyword was the most frequently used, but accession number, bibliographic control number or call number was very infrequently used. Second, 47.02% of OPAC, searches resulted in zero retrievals. Bibliographic control number was the least successful search. User displayed 2.01% full information and 64.27% local information per full information. Third, special or advanced retrieval features are very infrequently used. Only 22.67% of the searches used right truncation and 0.71% used the qualifier. Only 1 boolean operator was used in every 22 retrievals. The most frequently used operator is 'and (&)' with title keywords. But 'bibliographical control number (N) and accessionnumber (R) are not used at all with any operators. The causes of search failure are as follows. 1. The item was not used in the database. (15, 764 times : 79.42%). 2. The wrong search key was used. (3, 761 times : 18.95%) 3. The senseless string (garbage) was entered. (324 times : 1.63%) On the basis of these results, some recommendations are suggested to improve the search success rate as follows. First, a n.0, ppropriate user education and online help function let users retrieve LINNET OPAC more efficiently. Second, several corrections of retrieval software will decrease the search failure rate. Third, system offers right truncation by default to every search term. This methods will increase success rate but should considered carefully. By a n.0, pplying this method, the number of hit can be overnumbered, and system overhead can be occurred. Fourth, system offers special boolean operator by default to every keyword retrieval when user enters more than two words at a time. Fifth, system assists searchers to overcome the wrong typing of selecting key by automatic korean/english mode change.