• The Journal of the Korea Contents Association
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• v.16 no.9
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• pp.117-126
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• 2016

This study examined the relative effects of different feedback delivery method (face-to-face vs. e-mail) and reinforcement history on work performance. Participants were asked to work on a simulated mobile phone assembly task. They performed for 30 minutes per session and attended 4 sessions. The dependents variable was the percentage of correctly completed work tasks. Of 100 participants recruited, 50 had a reinforcement history and another 50 had no reinforcement history with the feedback provider in this study. The participants in each group were randomly assigned into two experimental conditions: face-to-face feedback and e-mail feedback. The results showed that for the participants who had reinforcement history, the two feedback delivery methods did not produce a significant difference in the percentage of correctly completed work tasks. However, for those who had no reinforcement history, the two feedback methods did produce a significant difference.

• Journal of Audiology & Otology
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• v.23 no.3
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• pp.121-128
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• 2019

Background and Objectives: There is a scant evidence on the use of simulations in audiology (especially in Malaysia) for case-history taking, although this technique is widely used for training medical and nursing students. Feedback is one of the important components in simulations training; however, it is unknown if feedback by instructors could influence the simulated patient (SP) training outcome for case-history taking among audiology students. Aim of the present study is to determine whether the SP training with feedback in addition to the standard role-play and seminar training is an effective learning tool for audiology case-history taking. Subjects and Methods: Twenty-six second-year undergraduate audiology students participated. A cross-over study design was used. All students initially attended two hours of seminar and role-play sessions. They were then divided into three types of training, 1) SP training (Group A), 2) SP with feedback (Group B), and 3) a non-additional training group (Group C). After two training sessions, the students changed their types of training to, 1) Group A and C: SP training with feedback, and 2) Group B: non-additional training. All the groups were assessed at three points: 1) pre-test, 2) intermediate, and 3) post-test. The normalized median score differences between and within the respective groups were analysed using non-parametric tests at 95% confidence intervals. Results: Groups with additional SP trainings (with and without feedback) showed a significantly higher normalized gain score than no training group (p<0.05). Conclusions: The SP training (with/without feedback) is a beneficial learning tool for history taking to students in audiology major.

• Korean Journal of Audiology
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• v.23 no.3
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• pp.121-128
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• 2019

Background and Objectives: There is a scant evidence on the use of simulations in audiology (especially in Malaysia) for case-history taking, although this technique is widely used for training medical and nursing students. Feedback is one of the important components in simulations training; however, it is unknown if feedback by instructors could influence the simulated patient (SP) training outcome for case-history taking among audiology students. Aim of the present study is to determine whether the SP training with feedback in addition to the standard role-play and seminar training is an effective learning tool for audiology case-history taking. Subjects and Methods: Twenty-six second-year undergraduate audiology students participated. A cross-over study design was used. All students initially attended two hours of seminar and role-play sessions. They were then divided into three types of training, 1) SP training (Group A), 2) SP with feedback (Group B), and 3) a non-additional training group (Group C). After two training sessions, the students changed their types of training to, 1) Group A and C: SP training with feedback, and 2) Group B: non-additional training. All the groups were assessed at three points: 1) pre-test, 2) intermediate, and 3) post-test. The normalized median score differences between and within the respective groups were analysed using non-parametric tests at 95% confidence intervals. Results: Groups with additional SP trainings (with and without feedback) showed a significantly higher normalized gain score than no training group (p<0.05). Conclusions: The SP training (with/without feedback) is a beneficial learning tool for history taking to students in audiology major.

• The KIPS Transactions:PartB
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• v.13B no.4 s.107
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• pp.383-392
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• 2006

In this paper, we propose a new relevance feedback algorithm using Probabilistic Neural Networks(PNN) while supporting multi-class learning. Then, to validate the effectiveness of our feedback approach, we incorporate the proposed algorithm into our region-based image retrieval tool, FRIP(Finding Regions In the Pictures). In our feedback approach, there is no need to assume that feature vectors are independent, and as well as it allows the system to insert additional classes for detail classification. In addition, it does not have a long computation time for training because it only has four layers. In the PNN classification process, we store the user's entire past feedback actions as a history in order to improve performance for future iterations. By using a history, our approach can capture the user's subjective intension more precisely and prevent retrieval performance errors which originate from fluctuating or degrading in the next iteration. The efficacy of our method is validated using a set of 3000 images derived from a Corel-photo CD.

• Journal of Institute of Control, Robotics and Systems
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• v.4 no.5
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• pp.608-615
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• 1998

In this paper a second-order iterative learning control algorithm with feedback is proposed for the trajectory-tracking control of nonlinear dynamic systems with unidentified parameters. In contrast to other known methods, the proposed teaming control scheme utilize more than one past error history contained in the trajectories generated at prior iterations, and a feedback term is added in the learning control scheme for the enhancement of convergence speed and robustness to disturbances or system parameter variations. The convergence proof of the proposed algorithm is given in detail, and the sufficient condition for the convergence of the algorithm is provided. We also discuss the convergence performance of the algorithm when the initial condition at the beginning of each iteration differs from the previous value of the initial condition. The effectiveness of the proposed algorithm is shown by computer simulation result. It is shown that, by adding a feedback term in teaming control algorithm, convergence speed, robustness to disturbances and robustness to unmatched initial conditions can be improved.

• Proceedings of the KSR Conference
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• 2009.05a
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• pp.1207-1212
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• 2009

The flexible multibody dynamic model of an EMS-type Maglev vehicle is necessary in design stage to predict its behavior, load history and levitation performance. Especially in EMS-type Maglev vehicle, the body flexibility of its bogie with electromagnets affects the levitation performance because its feedback control system is more sensitive to vibration of bogie structure. The flexible multibody dynamic model of a 1/2 Maglev vehicle under test is presented. The basic modeling procedure is almost the same as in other applications. However, the feedback control system model unique in EMS-type maglev vehicle must be included in the model. With the model proposed in this study, the dynamic behavior, load history and levitation performance are more precisely predicted. This model could realize the virtual prototyping in EMS-type Maglev vehicle area.

• Journal of Korea Multimedia Society
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• v.25 no.4
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• pp.640-648
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• 2022

Menopausal women have to care for their health. Menopause is a symptom that needs to be managed in the long term, which requires safe and economical treatment even after long term use. This study proposes digital-based exercise therapy. This study also suggests resistance exercise and walking exercise methods according to the proof of previous studies. It provides motivational contents for those who cannot perform regularly. As motivational methods, self-efficacy and narrative-based history methods are accepted. Self-efficacy is improved through voice agents feedback during exercise. Feedback is a type of messages such as encouragement and motivation. The narrative-based history consists of characters of visualization that improves through values, which leveraged by the exercise.

• Korean Journal of Cognitive Science
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• v.28 no.3
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• pp.173-191
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• 2017

The theories of cultural evolution hold subtly or clearly different stances about definition of culture, pattern of cultural evolution, biases that affect cultural evolution, and relationship between culture and organism. However, the cultural evolution theories have a common problem to solve: As the evolutionary theory of life tries to explain the early steps and the origin of life, the cultural evolution theories also must explain the early steps of the cultural evolution and the role of the human capability that makes cultural evolution possible. Therefore, explanations of the human's unique traits including the cultural ability are related to determine which one is the most plausible among many cultural evolution theories. Theories that tried to explain human uniqueness commonly depict the coevolution of gene (organism) and culture. We will explicitly call the niche construction theory and the dual inheritance theory the 'gene-culture co-evolutionary theory'. In these theories, the most important concept is the 'concept of positive feedback'. In this paper, we distinguish between core positive feedback and marginal positive feedback, according to whether the trait that the concept of positive feedback explains is the trait of human uniqueness. Both types of positive feedback effectively explain the generality of human uniqueness and the diversity of human traits driven by cultural groups. However, this positive feedback requires an end, in contrast to negative feedback which can be continued in order to maintain homeostasis. We argue that the co-evolutionary process in the gene-culture co-evolutionary theories include only the positive feedback, not covering the cultural evolution after the positive feedback. This thesis strives to define the coevolution concept more comprehensively by suggesting the potential relationships between gene and culture after the positive feedback.

• Proceedings of the Korean Information Science Society Conference
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• 2002.04b
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• pp.280-282
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• 2002

본 논문은 웹 문서 여과시 사용자 모델링을 위해 사용되는 연관성 피드백 방법을 강화 학습 프레임웍에서 분석하고 강화학습 기반의 새로운 연관성 피드백 알고리즘을 제안한다. 제안된 방법은 강화 학습 프레임책상에서 기존의 방법을 일반화한 것으로 기존의 연관성 피드백 방법이 현재의 프로파일만을 상태로 사용하는 데 비해 과거 history부터 얻는 추가 정보를 사용하는 방법이다

• Journal of the Korean Data and Information Science Society
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• v.18 no.2
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• pp.375-384
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• 2007

As teachings that use the ICT are more popular, many studies on the dynamic geometry environment(DGE) are under way. An important factor emphasized in the studies is to practical use learning activities of learners. In this study, we first define the learning history data in DGE. Second we develop a prototype of the DGE that is able to collect and analyze the learning history data automatically. The environment enables not only to grasp leaning history but also to create and manage new learning objects.