• The Journal of the Korea Contents Association
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• v.21 no.6
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• pp.804-813
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• 2021

The purpose of this study was on the learning satisfaction of dental hygiene students according to the face-to-face and non-face-to-face teaching methods in the COVID-19 educational environment. A self-reported questionnaire was completed by 122 dental hygiene students of G University located in Gwangju from October to November, 2020. The general characteristics, instructional characteristics, teaching methods, and learning satisfaction were investigated, and the collected data were analyzed using SPSS 18.0. The effective practical teaching method chosen by the students was face-to-face, and there was a significant difference according to the class choice. The learning satisfaction according to the general characteristics showed a significant difference in the preferred practice method for improving instrument technique. The face-to-face classes showed significantly higher learning satisfaction in terms of checking on doing well study during class and the convenience. In addition, as a result of analyzing the factors influencing learning satisfaction, the choice of face-to-face class was confirmed as a significant variable. Therefore, in order to increase the learning satisfaction of students, it is necessary to design a class that essentially includes face-to-face class when planning a practice class.

• Journal of Industrial Convergence
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• v.19 no.6
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• pp.123-129
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• 2021

This Study is to identify factors that affect the interaction between professors and university students and their satisfaction with non-face-to-face lectures. The subjects were 348 university student who attended from October 5 to October 23, 2020. The statistics program was SPSS win 22.o. Among the expected benefits of non-face-to-face classes, the temporal benefit was 3.69 points, the expected benefit of the learning effect was 3.46 points, and the technical familiarity was 3.47 points. Satisfaction with non-face-to-face classes was found to be 3.58 points. Factors affecting the satisfaction of lectures in non-face-to-face classes were expected benefits of learning effect, university satisfaction, technical familiarity, expected benefits over time, and the number of non-face-to-face classes desired for the next semester. Learning effect The higher the expected benefit, the higher the university satisfaction, the higher the technical familiarity, the higher the expected temporal benefit, the higher the number of non-face-to-face classes desired for the next semester, the higher the satisfaction with the non-face-to-face class lectures. Therefore, it was confirmed that the role of the instructor was important in the interaction between the instructor and university students in the non-face-to-face class and the satisfaction of the lecture.

• Journal of Advanced Technology Convergence
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• v.3 no.1
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• pp.65-72
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• 2024

Study of the effect of interbody stabilization exercises on the static and dynamic balance of face-to-face, non-face-to-face, and self-group. We recruited healthy young adults The subjects were randomly divided into three groups to perform inter-body stabilization exercises, and static and dynamic balance were measured, respectively, before and after intervention. In the Face to Face Group, dynamic balance significantly increased in the anterior and posteriomedial directions before and after intervention. There was also a significant increase in static balance. In the Non face to face Group, there was a significant increase in the three directions of dynamic and static balance. The self-exercise group significantly increased in three directions of dynamic balance, but there was no significant difference in static balance. No significant differences between groups were found in any variables. The results of this study showed that interbody stabilization exercises are effective in improving static and dynamic balance. In the face-to-face group, the inter-body stabilization exercise was effective in improving dynamic balance and static balance, and in the non-face-to-face group, the inter-body stabilization exercise was effective in improving dynamic balance and static balance. In the self-contained group, it was effective in improving dynamic balance.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.15 no.11
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• pp.2365-2373
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• 2011

This paper propose the hardware IP of real-time face detection system for mobile devices and digital cameras required for high speed, smaller size and lower power. The proposed face detection system is robust against illumination changes, face size, and various face angles as the main cause of the face detection performance. Input image is transformed to LBP(Local Binary Pattern) image to obtain face characteristics robust against illumination changes, and detected the face using face feature data that was adopted to learn and generate in the various face angles using the Adaboost algorithm. The proposed face detection system can be detected maximum 36 faces at the input image size of QVGA($320{\times}240$), and designed by Verilog-HDL. Also, it was verified hardware implementation by using Virtex5 XC5VLX330 FPGA board and HD CMOS image sensor(CIS) for FPGA verification.

• Journal of Korea Multimedia Society
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• v.15 no.4
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• pp.508-515
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• 2012

This paper presents a method that estimates face pose for a given face image and synthesizes any posed face images using Active Appearance Model(AAM). The AAM that having been successfully applied to various applications is an example-based learning model and learns the variations of training examples. However, with a single model, it is difficult to handle large pose variations of face images. This paper proposes to build a model covering only a small range of angle for each pose. Then, with a proper model for a given face image, we can achieve accurate pose estimation and synthesis. In case of the model used for pose estimation was not trained with the angle to synthesize, we solve this problem by training the linear relationship between the models in advance. In the experiments on Yale B public face database, we present the accurate pose estimation and pose synthesis results. For our face database having large pose variations, we demonstrate successful frontal pose synthesis results.

• Journal of Korea Multimedia Society
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• v.9 no.10
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• pp.1266-1275
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• 2006

In this paper, we propose a real-lime face detection and tracking algorithm using AdaBoost(Adaptive Boosting) algorithm. The proposed algorithm consists of two levels such as the face detection and the face tracking. First, the face detection used the eight-wavelet feature models which ate very simple. Each feature model applied to variable size and position, and then create initial feature set. The intial feature set and the training images which were consisted of face images, non-face images used the AdaBoost algorithm. The basic principal of the AdaBoost algorithm is to create final strong classifier joining linearly weak classifiers. In the training of the AdaBoost algorithm, we propose SAT(Summed-Area Table) method. Face tracking becomes accomplished at real-time using the position information and the size information of detected face, and it is extended view region dynamically using the fan-Tilt camera. We are setting to move center of the detected face to center of the Image. The experiment results were amply satisfied with the computational efficiency and the detection rates. In real-time application using Pan-Tilt camera, the detecter runs at about 12 frames per second.

• Physical Therapy Rehabilitation Science
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• v.10 no.2
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• pp.147-155
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• 2021

Objective: This study is to investigate the effect of real-time feedback from the therapist on posture, muscle strength, pain of subjects with forward head posture based on a non-face-to-face complex exercise program. Design: Two-group pretest-posttest design. Methods: Thirty healthy men and women in their twenties with forward head posture with a Craniovertebral angle of 52° or less were targeted, the final selection was made as 15 experimental groups who performed the non-face-to-face intervention program while receiving real-time feedback and 15 control subjects who performed the non-face-to-face intervention program without providing feedback. Six of them were eliminated, and a total of 24 were conducted as subjects. All exercise groups performed an exercise program three times a week, 30 minutes each, for a total of two weeks. Before and after exercise, Craniovertebral angle (CVA), CranioRotation angle (CRA), muscle strength, and tenderness threshold were evaluated. Results: Significant differences were shown in both groups in CVA, and tenderness threshold before and after exercise (p<0.05), and CRA, the left middle trapezius muscle strength, only in the experimental group (p<0.05). In the comparison of theamount of change between exercise groups, the group that received feedback on CVA, CRA and tenderness threshold showed a significant change than the group without feedback (p<0.05). Conclusions: As a result of this study, it can be seen that the therapist's real-time feedback is more effective in improving the forward head posture. This requires feedback from the therapist on posture correction during non-face-to-face exercise intervention.

• Journal of Engineering Education Research
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• v.25 no.2
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• pp.22-31
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• 2022

This study was conducted to investigate the effect of learning style and lecture attitude on academic achievement in non-face-to-face lectures. Among students attending H University in the first semester of 2020. 1,880 students voluntarily participated in the survey. The questionnaire consists of 33 questions, and actual GPA was used to determine academic achievement. In this study, ANOVA and regression were utilized to find out the factors affecting academic achievement. The results are as follows. First, in the correlation between learning style types, the higher the avoidant learning style, the lower the independent, cooperative, and competitive types. Second, the higher the independent learning type, the higher the positive lecture attitude and GPA, and the higher the type of cooperative learning, the higher the negative lecture attitude. Third, the positive attitudes of 4th graders were higher than that of 1st graders. Fourth, there was no difference in learning style between colleges. Fifth, independent/competitive learning styles and non-face-to-face lecture attitudes had a significant effect on academic achievement in non-face-to-face lectures. In conclusion, in order to narrow the academic gap, instructors must identify the type of learning style. And it is necessary to consider students' preferences for non-face-to-face lectures.

• Journal of Korean Society for Quality Management
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• v.50 no.3
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• pp.387-405
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• 2022

Purpose: This study aims to develop a communality model to measure the service quality that the customers encounter on face-to-face and non-face-to-face automobile insurance before and after insurance purchase. Methods: For these purposes, we conduct a five-step program to develop a comprehensive communality model to measure service quality except insurance purchase channels. Results: As a result, we find five communality factors: value-added service for automobile maintenance, value-added service for drivers, quickness, dispatch service, and convenience of the service process. And the relative importance of service quality factors was in the order of value-added service for drivers, the convenience of the service process, quickness, and dispatch service, respectively. Conclusion: This study developed the opportunities to enhance service quality to attract customers. And it contributes to the academic literature by reporting the industry-specific service quality model, which maintains a theoretical gap in the online and offline automobile insurance industry.

• Advanced Industrial SCIence
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• v.2 no.1
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• pp.39-44
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• 2023

The purpose of this study is to compare the performance and satisfaction of online classes and non-face-to-face mixed classes at universities during the COVID-19 pandemic. This study was conductedtargeted fourth-grade students taking adult nursing lectures at the Department of Nursing at one university. Class performance and class satisfaction were compared between students who participated in the non-face-to-face class and participated in the non-face-to-face mixed class. class performance, students' average scores out of 100 on the final exams were compared. Class satisfaction compared the average score of questionnaire on class satisfaction Class performance was high in online classes, Class satisfaction was higher in mixed classes than in non-face-to-face classes. In the future, it will be necessary to develop and operate various educational methods for university education in the post-COVID-19 era.