• KSII Transactions on Internet and Information Systems (TIIS)
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• v.16 no.3
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• pp.877-893
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• 2022

With the development of deep learning, face inpainting has been significantly enhanced in the past few years. Although image inpainting framework integrated with generative adversarial network or attention mechanism enhanced the semantic understanding among facial components, the issues of reconstruction on corrupted regions are still worthy to explore, such as blurred edge structure, excessive smoothness, unreasonable semantic understanding and visual artifacts, etc. To address these issues, we propose a Learnable Structure Knowledge of Fusion Network (LSK-FNet), which learns a prior knowledge by edge generation network for image inpainting. The architecture involves two steps: Firstly, structure information obtained by edge generation network is used as the prior knowledge for face inpainting network. Secondly, both the generated prior knowledge and the incomplete image are fed into the face inpainting network together to get the fusion information. To improve the accuracy of inpainting, both of gated convolution and region normalization are applied in our proposed model. We evaluate our LSK-FNet qualitatively and quantitatively on the CelebA-HQ dataset. The experimental results demonstrate that the edge structure and details of facial images can be improved by using LSK-FNet. Our model surpasses the compared models on L1, PSNR and SSIM metrics. When the masked region is less than 20%, L1 loss reduce by more than 4.3%.

• International Journal of Precision Engineering and Manufacturing
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• v.1 no.1
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• pp.79-83
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• 2000

Although it is well known that fuzzy learning controller is powerful for nonlinear systems, it is very difficult to apply a learning method if they are unstable. An unstable system diverges for impulse input. This divergence makes it difficult to learn the rules unless we can find the initial rules to make the system table prior to learning. Therefore, we introduced LQR(Linear Quadratic Regulator) technique to stabilize the system. It is a state feedback control to move unstable poles of a linear system to stable ones. But, if the system is nonlinear or complicated to get a liner model, we cannot expect good results with only LQR. In this paper, we propose that the LQR law is derived from a roughly approximated linear model, and next the fuzzy controller is tuned by the adaptive on-line learning with the real nonlinear plant. This hybrid controller of LQR and fuzzy learning was superior to the LQR of a linearized model in unstable nonlinear systems.

• International Journal of Contents
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• v.12 no.4
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• pp.62-68
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• 2016

This paper describes an attempt to integrate flip teaching into a language classroom by adopting wikispaces as an online learning platform. The purpose of this study is to examine student perceptions of the effectiveness of using video lectures and wikispaces to foster active participation and collaborative learning. Flipped learning was implemented in an English writing class over one semester. Participants were 27 low intermediate level Korean university students. Data collection methods included background questionnaires at the beginning of the semester, learning experience questionnaires at the end of the semester, and semi-structured interviews with 6 focal participants. Because of the significance of video lectures in flip teaching, oCam was used for making weekly online lectures as a way of pre-class activities. Every week, online lectures were posted on the school LMS system (moodle). Every week, participants met in a computer room to perform in-class activities. Both in-class activities and post-class activities were managed by wikispaces. The results indicate that the flipped classroom facilitated student learning in the writing class. More than 53% of the respondents felt that it was useful to develop writing skills in a flipped classroom. Particularly, students felt that the video lectures prior to the class helped them improve their grammar skills. However, with respect to their satisfaction with collaborative works, about 44% of the participants responded positively. Similarly, 44% of the participants felt that in-class group work helped them interact with the other group members. Considering these results, this paper concludes with pedagogical suggestions and implications for further research.

• Journal of the Korean Institute of Intelligent Systems
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• v.16 no.6
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• pp.742-746
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• 2006

Evaluation of learning ability of students is classified a step of diagnostic, formative and summative evaluation. This step-by-step evaluation is the standard of synthesis judgement, from a student's prior learning of preparation state to devotion of learning process and even learning result. In this paper, we propose the method of synthesis learning evaluation which is considered evaluation of each step in using fuzzy inference. In order to get objective evaluation of learning ability, we applied to the weights by evaluation steps. And we reflected defuzzification values of final evaluation membership function interval obtained by fuzzy inference about diagnostic, formative and summative evaluation. As a result, it processes definite inference ensures objectivity and shows validity of the synthesis evaluation method.

• International Journal of Contents
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• v.18 no.2
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• pp.58-67
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• 2022

As the Internet rapidly evolves, online learning has emerged as the third largest scenario in the field of education. Online education, different from the two traditional learning scenarios of the school and society, is characterized with broader learning types and higher freedom. In today's post-pandemic era, art education, which relies on face-to-face teaching, is of particular significance to expand online education methods. Based on the UTAUT model, this paper posits seven hypotheses about the willingness to continue learning in online art education. After collecting valid data through a questionnaire, a detailed empirical analysis was conducted via SPSS and AMOS. The results of empirical analysis show that less than half of the respondents had experienced the online art education, mirroring that this is a market worth developing. Based on the findings, learning habit does not significantly impact art learners' willingness to continue learning online. This result and other verified hypotheses are detailed in the discussion part of this paper. This study proves that UTAUT can better explain user behavior than the traditional information system model prior to the improvement, and also has strong explanatory power in the field of art education. The conclusion also posits some operational suggestions from the perspective of practitioners in this field, thereby providing a theoretical basis for art education practitioners.

• Educational Technology International
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• v.17 no.2
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• pp.253-271
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• 2016

This study investigated the effect of generative concept maps according to learning achievements and cognitive load. A total of 78 students in the first grade of middle school participated in this study. Before the experimental treatment was implemented, students had to fill out a questionnaire assessing prior knowledge. The study was designed where all the students were presented the same learning contents regarding photosynthesis; however, the two experimental groups were provided with different concept map methods: a learner-generative concept map (GCM) and an instructor-provided concept map (PCM). GCM students were asked to make a concept map by themselves in small groups while they are reading material. PCM students were instructed to study in small groups in order to read the material; however, they were provided a concept map developed by their teacher. The control group (CG) had the teacher present the learning contents in traditional lecture format with no accompanying concept map. The results show that there were significant differences in the achievements among the groups. CG showed higher achievement than both the experimental groups. There was also a significant difference in cognitive load. Although the GCM group did not obtain higher achievement than the other groups, the GCM group showed higher mental effort and lower physical fatigue than the other groups. The GCM group might have invested more effort to find and connect ideas when drawing their concept map with peers which is unlike the conditions for the PCM group and CG. In conclusion, we should consider applying GCM in teaching and learning design in order to increase learning achievement and decrease extraneous cognitive load.

• The Journal of the Korea Contents Association
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• v.21 no.5
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• pp.488-498
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• 2021

This study applied Flipped Learning teaching and learning method to Basics Cooking Practice Subject using YouTube. The purpose of this study is to investigate whether the curriculum is properly progressing by grasping the effects of before and after learning and analyzing learners' subjectivity through the learning process. The investigation period was conducted from August 01, 2020 to September 10, 2020. According to the research design of Q Methodology, it was divided into five stages: Q sample selection, P sample selection, Q sorting, coding and recruiting, conclusion and discussion. As a result of the analysis, the first type (N=5): Prior Learning effect, the second type (N=7): Simulation practice effect, and the third type (N=3): self-efficacy effect. As a result, by applying the flipped learning teaching method of the Basics Cooking Practice Subject using YouTube, positive effects such as inducing interest in the class and increasing confidence were found in active learners, but some learners lacked understanding of the system of the class operation method. However, the lack of number of training sessions compared to other subjects is considered to be a solution to be solved later.

• Journal of Korean Academy of Nursing Administration
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• v.7 no.2
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• pp.361-375
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• 2001

This research aims to produce and implement web-based continuing nurse education programs in response to nurses' educational needs, and to verify them, thus preparing for the times that the program will be offered via web. This research designed, produced and implemented 'emergency nursing' and 'medical fee schedule management' subjects based on Jung, In-seong's(1997) web-based instructional system design, and then compared the learning achievements of web-based learning group of 38 people with those of face-to-face learning group of 39 people. The questionnaire have been developed by these researchers to measure pre-learning knowledge on 'emergency nursing' and 'medical fee schedule management.' Data collected for this research have been given statistical analysis, using SPSS 10.0 for Windows Program. As a result of giving Mann-Whitney test, with respect to pre-learning prior knowledge level, there was no significant difference between the web-based learning group and the face-to-face learning group(Z=-.092, p=.926), while after completing learning, there was a significant difference in the learning achievements between the web-based learning group and the face-to-face learning group(Z=-2.406, p=.008). That is, this research revealed this: the web-based learning group and the face-to face learning group with both having no significant difference in the pre-learning level, after receiving the continuing education each with different methods(face-to-face education and web-based education), showed that the web-based learning groups attained higher learning achievements than the face-to-face learning groups. This result proves the effect of the web-based education to be no worse or even better than that of the face-to-face education, provided that choices of appropriate themes and quality courses composition, as well as systematic design development effective implementation are guaranteed.

• Journal of Agricultural Extension & Community Development
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• v.9 no.1
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• pp.121-130
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• 2002

Youth will undergo many turning points in their times, and get opportunities to promote their physical, cognitive, social and affective development by participating in various programs. The purpose of this study were to analyze the farming 4-H club member's participation in camping activity and suggest the improving directions for camping programs. This research was carried out by review of literature and survey. The data were collected from 170 youth who participated in the 4-H camping activity in 2002. The major findings of the study were as follows; 1) The prior learning for camping activity affected the level of youth's camping satisfaction. 2) The rural youth expected that the camp fire and recreation program should be further improved. 3) To bring more youth's participation in the camping, time and place should be taken into consideration. 4) The 4-H members who decided to participate in the camping for themselves showed higher satisfaction.

• Journal of Korean Elementary Science Education
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• v.37 no.3
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• pp.309-322
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• 2018

There is no doubt that science -and, therefore, science education- is central to the lives of all (NGSS, 2013). This manuscript focuses on ideas in astronomy that are at the foundation of elementary students' understanding of the discipline: the apparent motion of the sun explaining the day / night cycle on Earth. According to prior research demonstrating that neither children nor adults hold a scientific understanding of the big ideas of astronomy (NRC, 1996), understanding of concepts may base students' progress towards more advanced understanding in the domain of astronomy. We have analyzed the logic of the domain and synthesized prior research assessing children's spatial representation from an earth- and a space based perspective to develop a set of learning trajectories that describe how students' initial ideas about apparent celestial motion as they take school science can be build upon. In this study elementary students' representations were compared by their resident context including urban and rural. This study may present a first look at the use of a learning progression framework in analyzing the structure of astronomy education. We discuss how this work may eventually lead towards the development and empirical testing of how children learn to describe and explain apparent patterns of celestial motion.