• KIPS Transactions on Software and Data Engineering
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• v.11 no.11
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• pp.479-488
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• 2022

In recent years, with the rapid development of machine learning technology, research utilizing machine learning has been actively conducted in fields such as cognition, reasoning and judgment, and action among various technologies constituting intelligent systems. In order to utilize this machine learning, it is indispensable to collect data for learning. However, the types of data generated vary according to the environment in which the data is generated, and the types and forms of data required are different depending on the learning model to be used for machine learning. Due to this, there is a problem that the existing data collection method cannot be reused in a new environment, and a specialized data collection module must be developed each time. In this paper, we propose a specification-based methology for data collection in artificial intelligence system to solve the above problems, ensure the reusability of the data collection method according to the data collection environment, and automate the implementation of the data collection function.

• Korean Journal of Culture and Social Issue
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• v.14 no.1_spc
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• pp.187-221
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• 2008

Although academic interest, the intersection of cognition, emotion, and motivation, is a primary goal of learning and mediates the effects of learning, the present learning environment is full of impeding factors which undermine learner's interests in learning situation. The purpose of this study is to examine current state of academic interests of Korean students and to identify several potential causes of developmental declines in academic interests. It has been consistently found that academic interests in various school subjects decrease with age and grade in school. Three potentially contributing factors to the observed loss of academic interests are mainly discussed: deprived autonomy, severe competition, and normative evaluation. Based on theories on interest and motivation, and empirical findings, various prescriptions are also suggested for designing an interest-based learning environment in order to trigger and enhance learner's academic interests.

• The Journal of the Korea Contents Association
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• v.15 no.11
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• pp.658-671
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• 2015

The present study explores the effect of blended action learning program on the improvement of the self-directed learning skills of university students. For this, students in the college of education at D University located in the capital area were selected to form 30 students of the experimental group and 30 of the control group. The average age of the subjects is 22.3. They are students in the $2^{nd}$ to $4^{th}$ year of university and the demographic background is relatively homogeneous. The experiment was conducted in the Sociology of Education class (a teacher training course). The self-directed learning skills were pre-tested at the beginning of the term. After that, the experimental group had the class with blended action learning program, and the control group had the class with action learning program. The post-test was carried out at the end of the term. For data analysis, ANCOVA was carried out to compare the scores on post-test of the two groups in consideration of the scores on the pre-test. The results show that first, for the improvement of self-directed learning skills of university students, blended action learning program is more effective than action learning program. Second, in the class for learners with lower degree of cognition and experience, blended action learning program was more effective than action learning program. Third, in terms of management of learning resources and utilization of learning strategies, both action learning program and blended action learning program were not effective. In summary, for improvement of the self-directed learning skills of university students, action learning program, which is a learning method focused on learner's participation and practice, is more effective than the traditional collective lecture among diverse teaching methods. Yet in consideration of the elementary level of university students in terms of intelligence and experience, active use of blended action learning program is required.

• Journal of Korean Elementary Science Education
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• v.36 no.4
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• pp.346-355
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• 2017

The 2015 revised national science curriculum encourages students to cultivate the science core competencies such as scientific thinking, science process skills, scientific problem-solving ability, scientific communication skill, scientific participation and lifelong learning ability. To fill this purpose, we practiced science writing classes based on core competencies and examined the effect of its application. The target unit was 'weather and our life', 'acid and base', 'speed of an object', and 'structure and function of our body' in the fifth grade of elementary school. The results were as follows. First, it was proven that science writing activities based on core competencies did not help improving science process skills of learners. Second, it had a significant effect on the improvement of the learner's self-directed learning ability, in particular, owner spirit, meta cognition and information search. Third, this strategy for science writing changed learners' scientific attitude positively. The above-mentioned results show that this science writing classes can be applicable as one of effective methods in cultivating science core competencies.

• The Journal of Korean Association of Computer Education
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• v.13 no.1
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• pp.37-44
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• 2010

Recently, the scientific approach to brain engineering is actively being made for effective foreign language learning and diagnosis. In order to supplement the problem of preexistence paper exam, the study aimed to develop a tool for foreign language fluency diagnosis which based on brain engineering. The proposed tools in the paper indirectly measure the aspects of brain information processing by testing learners' 3 abilities of linguistic memory, comprehension, and language production in 5 different ways.

• Journal of Dental Rehabilitation and Applied Science
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• v.23 no.2
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• pp.179-186
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• 2007

The decrease of masticatory function caused by tooth loss leads to a decrease of cerebral blood flow volume resulting in impairment of cognitive function and learning memory disorder. However, the reduced mastication-mediated morphological alteration in the central nervous system (CNS) responsible for senile deficit of cognition, learning and memory has not been well documented. In this study, the effect of the loss of the molar teeth (molarless condition) on the hippocampal expression of glial fibrillary acidic protein (GFAP) protein was studied by immunohistochemical techniques. The results were as follows : 1. The molarless mice showed a lower density of pyramidal cells in the cornu ammonis 1 (CA1) and dentate gyrus (DG) region of the hippocampus than control mice. 2. Immunohistochemical analysis showed that the molarless condition enhanced the time-dependent increase in the cell density and hypertrophy of GFAP immunoreactivity in the CA1 region of the hippocampus. The molarless condition enhanced an time-dependent decrease in the number of neurons in the hippocampal formation and the time-dependent increase in the number and hypertrophy of GFAP-labeled cells in the same region. The data suggest a possible link between reduced mastication and histological changes in hippocampal formation that may be one risk factor for senile impairment of cognitive function and spatial learning memory.

• Biomolecules & Therapeutics
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• v.22 no.5
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• pp.467-473
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• 2014

The purpose of this study is to investigate the memory enhancing effect and underlying molecular mechanism of arabinoxylan (AX), a major component of dietary fiber in wheat against scopolamine (SCO)-induced amnesia in Sprague-Dawley (SD) rats. Diverse behavior tests including Y-maze, Morris water maze, and passive avoidance tests were performed to measure cognitive functions. SCO significantly decreased the spontaneous alterations in Y-maze test and step-through latency in passive avoidance test, whereas increased time spent to find the hidden platform in Morris water maze test compared with the sham control group. In contrast, oral administration of AX (25 mg/kg and 50 mg/kg) effectively reversed the SCO-induced cognitive impairments in SD rats. Furthermore, AX treatment up-regulated the expression of brain-derived neurotrophic factor (BDNF) in the cortex and hippocampus via promoting activation of cAMP response element binding protein (CREB). Therefore, our findings suggest that AX can improve SCO-induced learning and memory impairment possibly through activation of CREB and up-regulation of BDNF levels, thereby exhibiting a cognition-enhancing potential.

• Journal of Physiology & Pathology in Korean Medicine
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• v.31 no.5
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• pp.270-276
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• 2017

The aim of this study was to investigate the effects of the water extract of Albizziae Cortex (AC) on the learning and memory impairments. AC was administered to normal mouse and scopolamine-injected amnesia mouse model. Passive avoidance test, Y-maze test, and Morris water maze test were conducted to confirm the cognitive-enhancing activities of AC. Acetylcholinesterase (AChE) activity and acetylcholine (Ach) content were measured after oral administration of AC. On the passive avoidance test, AC (200 mg/kg) significantly increased latency time and recovered scopolamine-impaired learning and memory in mice. In addition, AC (200 mg/kg) reduced Exploration time in target quadrant and reversed the scopolamine-induced cognitive impairments in the Y-maze test. Moreover, AC (200 mg/kg) increased exploration time in target quadrant and improved scopolamine-reduced escape latencies in the Morris water maze test. These effects were presented by regulatory effects of AC on AChE activity and Ach content. Taken together, AC increases cognitive-enhancing activities and ameliorates scopolamine-induced learning and memory impairment. AC might be a potential agent for prevention and treatment of amnesia and dementia.

• Journal of Integrative Natural Science
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• v.11 no.4
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• pp.167-183
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• 2018

Electroencephalogram (EEG) recording provides a new way to support human-machine communication. It gives us an opportunity to analyze the neuro-dynamics of human cognition. Machine learning is a powerful for the EEG classification. In addition, machine learning can compensate for high variability of EEG when analyzing data in real time. However, the optimal EEG electrode location must be prioritized in order to extract the most relevant features from brain wave data. In this paper, we propose an intelligent system model for the extraction of EEG data by training the optimal electrode location of EEG in a specific problem. The proposed system is basically a fuzzy system and uses a neural network structurally. The fuzzy clustering method is used to determine the optimal number of fuzzy rules using the features extracted from the EEG data. The parameters and weight values found in the process of determining the number of rules determined here must be tuned for optimization in the learning process. Genetic algorithms are used to obtain optimized parameters. We present useful results by using optimal rule numbers and non - symmetric membership function using EEG data for four movements with the right arm through various experiments.

• Educational Technology International
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• v.7 no.1
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• pp.1-20
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• 2006

This paper describes practical research on the improvement of teaching and learning process by integrating Web Bulletin Board (WBB) and mobile phone. This paper addresses three topics; A) the interactive lecture with topics-based discussions using the Web Bulletin Board (WBB) as a tool for assisting discussion, B) the introduction of peer evaluation among students to develop their problem-solving and cognitive skills, C) the use of mobile phones for promoting interactive lectures, keeping class attendance, conducting assignments, and providing notices for the next class. Results indicated the following research-findings: (1) WBB plays a role in facilitating positive participation in classes. (2) In contrast to the scenario of the traditional mode of instruction (without the usage of WBB), students were able to deepen their understanding of the theme by accessing the WBB before and after classes. (3) Peer evaluation highly promoted students' motivation to learn, and was effective in cultivating meta-cognition through modeling. (4) Mobile phone was identified as a highly effective tool for keeping class attendance, realizing interactive classes by generating discussions, and managing assignments and homework.