• Journal of Korea Society of Industrial Information Systems
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• v.17 no.6
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• pp.19-24
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• 2012

In this paper we introduce a commercial interactive whiteboard (IWB) system named ImSensorTouch by ImSensor Inc. Using this interface system, we can control our computer through the interactive whiteboard screen just by touching it with your finger or a pen. The interface interacts with Windows operating system (OS) and is adaptable to changes of surroundings especially temperature, and illumination condition. The proposed system calculates the difference between a reference image and a current image captured by a camera in the optical receptive field. And the position making the difference is used to generate the position on Windows screen. Then, we send a mouse event on the position to Windows OS. We have implemented the system using a critical section(CS) with two threads for the reference frame update process in which an adaptive thresholding technique is periodically exploited to get reliable result. We expect the system is competitive and promises a bright future in the IWB market.

• Annual Conference of KIPS
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• 2011.11a
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• pp.151-154
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• 2011

유비쿼터스 협업 (Ubiquitous Collaboration)은 유비쿼터스 환경에서 다양한 이기종 디바이스 (PC, Tablet PC, Smart Phone, etc)들이 유무선망을 통해 언제 어디서나 원하는 서비스를 주고 받을 수 있는 시스템으로 시간과 장소에 상관없이 다양한 데이터를 주고 받을 수 있다. 스마트폰의 보편화, 하드웨어 / 소프트웨어 그리고 무선망의 진화로 협업의 중요성은 점점 증가하고 있다. 본 연구에서는 스마트폰 환경에서 이미지, 도형, 텍스트 등의 도구를 사용 협업하는 인터랙티브 화이트보드 어플리케이션(Interactive Whiteboard Application on Smart Phone)을 사용하여 다양한 환경의 사용자들이 서로 다른 이기종 디바이스와 함께 통신하는 방법을 보인다. 또한 서로 다른 이기종 디바이스 간 그룹 통신에서 오는 동기화(Synchronization), 비동기화(Asynchronization), 또한 다른 화면 크기로 부터 발생되는 서로 다른 이미지 크기 표현문제를 극복하기 위한 사용성 평가실험(Usability Test)을 통하여 연구의 타당성 및 우수성을 증명해 보이고자 한다.

• International Journal of Computer Science & Network Security
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• v.22 no.9
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• pp.348-352
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• 2022

This study aims to identify the obstacles to using interactive whiteboards for teachers of students with learning disabilities (LDs) in the Makkah region and to delineate any differences in the levels of these obstacles that can be attributed to the study variables: teachers' gender, academic qualifications, age, and years of experience. The researchers applied the descriptive survey approach to a sample of 123 teachers of LD students. To analyze the results, frequencies, averages, standard deviations, and relative weights were calculated. The results of the study indicated that the levels of the obstacles to using interactive whiteboards for teachers of LD students were moderate. No statistically significant differences in the levels of these obstacles were related to the variables of gender or age, whereas significant differences were found based on academic qualifications and years of experience.

• The Journal of Special Children Education
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• v.21 no.1
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• pp.21-53
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• 2019

Purpose: The purpose of this study was to investigate the effects of video modeling intervention using interactive whiteboard and augmented reality iPad applications on word identification of students who struggle with reading. Method: For this study, three second grade elementary school students who struggle with reading participated. To examine the effects of the intervention, a multi-probe design across participants was used. The maintenance, generalization and self-efficacy effects of the intervention were measured as well. Results: According to the results of this study, word recognition scores of all participants were significantly improved after the intervention and they also maintained and generalized the effects of the intervention. Also, all participants had positive perspectives about the intervention in overall. Conclusion: The results demonstrated that video modeling through the iPad applications are effective intervention for struggling readers to improve word identification skills. Based on the results, the implications and recommendations for future research were provided.

• Annual Conference of KIPS
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• 2012.04a
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• pp.1318-1321
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• 2012

교실 현대화 또는 교과교실 지원 사업에 의하여 현재 대부분의 학교는 2D 형 LCD 타입의 전자칠판을 설치하여 운용하고 있으며, 현재는 3D 전자칠판의 도입이 활성화되고 있는 시기이다. 본 연구는 상호응답형 3D 전자칠판에 대한 연구이다. 상호응답형 3D 전자칠판의 구성은 영상을 제어를 위한 AD보드, 3D 변환을 위한 3D변환 포맷터, 해상도 제어를 위한 FRC보드로 결합되며, 상호응답형 전자칠판을 구현하기위해 {x,y,z} 좌표 축출을 위한 전자팬 및 양안 카메라 기술을 적용했다. 또한 실시간 3D 판서 운용을 위한 3D 판서소프트웨어에 대한 구현 방법과 운용 구성에 대하여 연구했다.

• The Journal of the Korea Contents Association
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• v.13 no.5
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• pp.506-516
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• 2013

The purpose of this study was not only to develop models for teaching and learning that can guide teachers to utilize FASTEL effectively, but also to investigate the actual effectiveness of the models developed. According to a survey on satisfaction with FASTEL in rural public schools, it is not utilized as anticipated in classroom instruction despite students' high satisfaction with it and teachers' positive perceptions on its effectiveness in teaching and learning. Along this line, this study categorized rural public schools into two types and proposed a model for each type to facilitate FASTEL utilization: one for schools equipped with both FASTEL and the cutting-edge technologies like interactive whiteboard, tablet, and Wi-Fi; the other for schools equipped with FASTEL only. Eventually, the models for teaching and learning developed in this study are expected to revitalize FASTEL by providing the foundation of utilizing FASTEL in general public schools as well as rural public schools.

• Communications of Mathematical Education
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• v.35 no.2
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• pp.173-191
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• 2021

This study noted that a survey of teachers in a leading study conducted in Korea during the Pandemics period pointed out that the "real-time interactive" classes account for a significantly small portion of the remote class format. Contentually, the study reported cases of developing and applying "real-time interactive" class materials based on "planar decision requirements" of high school mathematics subject geometry. The teacher who participated in the development was a math teacher who worked at a Seoul-based high school with 28 years of high school teaching experience, and a teacher who was in charge of geometry in the math department in 2020. The development teacher decided to develop real-time interactive classes. In particular, the materials were developed by organizing the class guidance plan in four stages: 'Meeting and Class Guidance', 'Giving motivation', 'Suggesting tasks', 'Individual Investigative Activities and Teacher Feedback' and 'Reflection and Evaluation' which were selected through the process of selecting the class contents and selecting online class tools. At this time, the development teacher produced and presented about five minutes of video material using the videooscribe, a whiteboard animation program. And in case of task number 8, it consisted of recording the students' free thoughts after class, which served as a role of assessment by students themselves and providing feedback to their teachers. This study is a case study that introduces a series of courses in which field teachers develop class materials, and in addition to presenting class materials that can be applied directly to classes, is a result of a study that focuses on the role of presenting samples for future class data development. The materials developed were verified as class materials based on the opinions of the students who participated in the class and the results of the evaluation commissioned by the three math teachers.