• Journal of Korea Game Society
• /
• v.15 no.4
• /
• pp.169-178
• /
• 2015

Providing various levels of difficulty of game play is one of important considerations in game development. In this paper, we propose a method for obtaining the challenges that will be placed on the track of an one-player car driving game. Herein challenges denote obstacles on the track, and the level of difficulty is represented by an estimated time needed for driving one lap of the track. In the proposed method, the problem for finding challenge placement is modeled as an IP(Integer Programming) one, and then LP relaxation and Simultaneous Annealing are employed to find a solution. To the experiment with the proposed method, we can obtain challenge placements to approximately meet given target driving times. Also, after practically driving on the track where those obtained challenges are being placed, it is seen that the average driving times approximate the target driving times of those challenge placements. Our method can allow game play with various levels of difficulty so that the users' interest and the level of immerse are expected to be raised.

• Phonetics and Speech Sciences
• /
• v.2 no.2
• /
• pp.3-16
• /
• 2010

This study aims at setting the hierarchy of difficulty of the 7 Korean monophthongs for Mongolian learners of Korean according to Prator's theory based on the Contrastive Analysis Hypothesis. In addition to that, it will be shown that the difficulties and errors for Mongolian learners of Korean as a second or foreign language proceed directly from this hierarchy of difficulty. This study began by looking at the speeches of 60 Mongolians for Mongolian monophthongs; data were investigated and analyzed into formant frequencies F1 and F2 of each vowel. Then, the 7 Korean monophthongs were compared with the resultant Mongolian formant values and are assigned to 3 levels, 'same', 'similar' or 'different sound'. The findings in assessing the differences of the 8 nearest equivalents of Korean and Mongolian vowels are as follows: First, Korean /a/ and /$\wedge$/ turned out as a 'same sound' with their counterparts, Mongolian /a/ and /ɔ/. Second, Korean /i/, /e/, /o/, /u/ turned out as a 'similar sound' with each their Mongolian counterparts /i/, /e/, /o/, /u/. Third, Korean /ɨ/ which is nearest to Mongolian /i/ in terms of phonetic features seriously differs from it and is thus assigned to 'different sound'. And lastly, Mongolian /$\mho$/ turned out as a 'different sound' with its nearest counterpart, Korean /u/. Based on these findings the hierarchy of difficulty was constructed. Firstly, 4 Korean monophthongs /a/, /$\wedge$/, /i/, /e/ would be Level 0(Transfer); they would be transferred positively from their Mongolian counterparts when Mongolians learn Korean. Secondly, Korean /o/, /u/ would be Level 5(Split); they would require the Mongolian learner to make a new distinction and cause interference in learning the Korean language because Mongolian /o/, /u/ each have 2 similar counterpart sounds; Korean /o, u/, /u, o/. Thirdly, Korean /ɨ/ which is not in the Mongolian vowel system will be Level 4(Overdifferentiation); the new vowel /ɨ/ which bears little similarity to Mongolian /i/, must be learned entirely anew and will cause much difficulty for Mongolian learners in speaking and writing Korean. And lastly, Mongolian /$\mho$/ will be Level 2(Underdifferentiation); it is absent in the Korean language and doesn‘t cause interference in learning Korean as long as Mongolian learners avoid using it.

• Journal of the Korean Society of Earth Science Education
• /
• v.4 no.3
• /
• pp.218-230
• /
• 2011

The aim of this current study is to survey and analyze the degree of concern and difficult of elementary school teachers in elementary school science classes, and providing the results to teachers as a basic reference to improve their scientific specialties. As a result, firstly, the degree of concern of elementary school teacher in science class is more than normal level. Secondly, the degree of concern in science class differs dependent on environmental factors. Next, the degree of difficulty about science class was under normal level. Among area surveyed, physical and psychological environment were lower compared with other areas, and the difficulty in evaluation of class result was comparably higher than others. At fourth, teacher's degree of difficulty in science class was dependent on environment factors, but not on gender. Finally, there was reverse correlation between degree of concern and the degree of difficulty of elementary school teachers in science class. Further, the degree of concern in student knowledge showed more significant reverse correlation with all of area tested.

• The Journal of the Korea Contents Association
• /
• v.9 no.7
• /
• pp.371-378
• /
• 2009

A lot of learning systems are applying and verify evaluating the item difficulty to increase learner's learning effect. But most of this methods ware calculated the item difficulty when it analyze the learning result before or after learning. So, it is hard to support learning contents with changing item difficulty during learning to learner. In this research, we proposed the method that system can support learning contents to next learning to fit leaner's level immediately as apply to calculate item difficulty during the proceed learning. Through this method, learner could supported learning contents by calculated difficulty through pre-test and it caused this method was helped learner to increase learning effect.

• Journal of The Korean Association of Information Education
• /
• v.14 no.4
• /
• pp.651-658
• /
• 2010

This paper is to study adequacy of developing tutorial series for primary school students regarding MOS certification and to analyze a validity. In order to analyze a level of difficulty, current primary teaching materials being used after class, in comparison with ICT discretionary hour materials being used through primary discretionary class, were evaluated. It was done by primary teachers with in- depth understanding of a level of difficulty and after class instructors using Likert scale through quantitative analysis. As a result, level of PowerPoint has a satisfactory fit (76%), however, the degree of difficulty of Word and Excel is quite high. On its subject matter, there is quite a dispute with present curriculum. Therefore, in order to introduce MS-Word or Excel, it is necessary to adjust a level of difficulty or related subjects according to the level of students.

• Proceedings of the Korean Society of Computer Information Conference
• /
• 2019.07a
• /
• pp.307-308
• /
• 2019

매치3 퍼즐 게임은 모바일 게임에서 많이 출시되고 있으며 많은 사람들이 즐기고 있는 장르이다. 또한 유사한 규칙과 형태를 가진 게임들이 지속적으로 출시 예정에 있다. 본 논문에서는 매치3 퍼즐 게임이 많은 레벨로 구성되어 있는 점에 비추어 매치3 퍼즐 게임의 레벨을 설계하는 방법에 대해서 후속 연구의 방향성을 제시한다.

• Proceedings of the Korean Society of Computer Information Conference
• /
• 2019.07a
• /
• pp.309-310
• /
• 2019

매치3 퍼즐 게임은 모바일 게임에서 많이 출시되고 있으며 많은 사람들이 즐기고 있는 장르이다. 또한 유사한 규칙과 형태를 가진 게임들이 지속적으로 출시 예정에 있다. 본 논문에서는 매치3 퍼즐 게임이 많은 레벨로 구성되어 있는 점에 비추어 매치3 퍼즐 게임의 레벨 난이도를 측정할 수 있는 방법에 대해서 후속 연구의 방향성을 제시한다.

• Journal of Korean Elementary Science Education
• /
• v.40 no.2
• /
• pp.175-190
• /
• 2021

The purpose of this study was to find out how interest in thermal concepts and the perceived difficulty affect the stimulation of science state curiosity. To achieve this purpose, 410 elementary school students in 5th to 6th grade were asked to measure interest in the content of the thermal concept tasks, the perceived difficulty and science state curiosity while solving the thermal concept tasks. 2 (low interest vs. high interest)×2 (easy vs. difficult) ANCOVA was conducted with the covariate of the student's level of science curiosity, which is expected to affect the stimulation of science state curiosity. As a result of the analysis, students with high interest in the contents of the task were showed high science state curiosity. Meanwhile, there was no difference in the level of science state curiosity according to the perceived difficulty. In addition, science state curiosity level of the students with low interest in the content of the task were high when they perceived the task as easy, but science state curiosity level of the students with high interest in the content of the task were high when they perceived the task as difficult. This study was meaningful in that it empirically verified that interest in the content of the tasks has an effect on the stimulation of science state curiosity, and that the effect of interest on the stimulation of science state curiosity varies according to the level of the perceived difficulty.

• Management & Information Systems Review
• /
• v.15
• /
• pp.91-108
• /
• 2004

In this article, We propose research propositions about correlates of job interest, job difficulty, job effort, and job performance as well as job performance and emotions while working. The purpose of this study is to review existing research on emotions and job performance, particularly emotions at work. The purpose of this article is to review existing research on job performance and emotions, particularly at the job relevant cognitions level. In this study, We propose research propositions about correlates of job performance and emotions while working. The purpose of this article is to develop and propose research propositions about potential correlates of perceived performance at the job relevant level. Correlates include those that should function mainly as antecedents of performance, such as job difficulty, job interest, and job effort in the study are emotions experienced concurrently with job performance. Therefore, We suggest the predictive direction and bivariate relationship of the set of among variables in explaining job performance and emotions.

• Physical Therapy Korea
• /
• v.20 no.3
• /
• pp.89-99
• /
• 2013

The purposes of this study were: 1) to show the item difficulty hierarchy of walking/moving construct of the International Classification of Functioning, Disability and Health-Activity Measure (ICF-AM), 2) to evaluate the item-level psychometrics for model fit, 3) to describe the relevant physical activity defined by level of activity intensity expressed as Metabolic Equivalent of Tasks (MET), and 4) to explore what extent the empirical activity hierarchy of the ICF-AM is linked to the conceptual model based on the level of energy expenditure described as MET. One hundred and eight participants with lower extremity impairments were examined for the present study. A newly created activity measure, the ICF-AM using an item response theory (IRT) model and computer adaptive testing (CAT) method, has a construct on walking/moving construct. Based on the ICF category of walking and moving, the instrument comprised items corresponding to: walking short distances, walking long distances, walking on different surfaces, walking around objects, climbing, and running. The item difficulty hierarchy was created using Winstep software for 20 items. The Rasch analyses (1-parameter IRT model) were performed on participants with lower extremity injuries who completed the paper and pencil version of walking/moving construct of the ICF-AM. The classification of physical activity can also be performed by the use of METs that is often preferred to determine the level of physical activity. The empirical item hierarchy of walking, climbing, running activities of the ICF-AM instrument was similar to the conceptual activity hierarchy based on the METs. The empirically derived item difficulty hierarchy of the ICF-AM may be useful in developing MET-based activity measure questionnaires. In addition to convenience of applying items to questionnaires, implications of the finding could lead to the use of CAT method without sacrificing the objectivity of physiologic measures.