• Title/Summary/Keyword: Video-based learning

Search Result 667, Processing Time 0.025 seconds

Seeking for a Curriculum of Dance Department in the University in the Age of the 4th Industrial Revolution (4차 산업혁명시대 대학무용학과 커리큘럼의 방향모색)

  • Baek, Hyun-Soon;Yoo, Ji-Young
    • Journal of Korea Entertainment Industry Association
    • /
    • v.13 no.3
    • /
    • pp.193-202
    • /
    • 2019
  • This study focuses on what changes are required as to a curriculum of dance department in the university in the age of the 4th industrial revolution. By comparing and analyzing the curricula of dance department in the five universities in Seoul, five academic subjects as to curricula of dance department, which covers what to learn for dance education in the age of the 4th industrial revolution, are presented. First, dance integrative education, the integration of creativity and science education, can be referred to as a subject that stimulates ideas and creativity and raises artistic sensitivity based on STEAM. Second, the curriculum characterized by prediction of the future prospect through Big Data can be utilized well in dealing with dance performance, career path of dance-majoring people, and job creation by analyzing public opinion, evaluation, and feelings. Third, video education. Seeing the images as modern major media tends to occupy most of the expressive area of art, dance by dint of video enables existing dance work to be created as new form of art, expanding dance boundaries in academic and performing art viewpoint. Fourth, VR and AR are essential techniques in the era of smart media. Whether upcoming dance studies are in the form of performance or education or industry, for VR and AR to be digitally applied into every relevant field, keeping with the time, learning about VR and AR is indispensable. Last, the 4th industrial revolution and the curriculum of dance art are needed to foresee the changes in the 4th industrial revolution and to educate changes, development and seeking in dance curriculum.

Developing an Instrument for Analysing Students' Behavioral Engagement in School Science Classroom (과학수업에서 나타나는 학생들의 행동적 참여 분석을 위한 영상 분석 도구의 개발)

  • Choi, Joonyoung;Na, Jiyeon;Song, Jinwoong
    • Journal of The Korean Association For Science Education
    • /
    • v.35 no.2
    • /
    • pp.247-258
    • /
    • 2015
  • Students are engaged in classroom learning, and classroom learning occurs not only through conversation but also through nonverbal behavior. In science classrooms especially, there are meaningful nonverbal behaviors such as practical activities like observation and measurement. But these behaviors have not been properly investigated by existing instruments that try to measure students' engagement. This study aims to develop a new instrument for analyzing students' behavioral engagement especially in science classrooms. The method of developing the instrument was structured along three steps. First, student behaviors have been classified into fourteen categories through literature review and a series of observation of elementary science classroom. Second, based on these, a framework for analyzing student behavioral engagement has been developed. With the framework, every student moment could be labeled as Participatory Speech or Participatory Silence or Non-Participatory Speech or Non-Participatory Silence. Third, an instrument to which the framework is applied has been developed by using Microsoft Excel. As a trial, two fourth-grade students in elementary science class were analyzed with this instrument. The results of the trial analysis shows that the longest period of a science lesson was occupied by Participatory Silence (63% and 72%). Among the participatory silence, 'listening' was the most common (51% and 42% of the trial lesson) and 'observing' which is a specific behavior to science was the fourth position (17% and 17% of the trial lesson). It is expected that the developed instrument could be used in improving our understanding of the patterns of student engagement in science classrooms.

A Study on the Effect of Using Sentiment Lexicon in Opinion Classification (오피니언 분류의 감성사전 활용효과에 대한 연구)

  • Kim, Seungwoo;Kim, Namgyu
    • Journal of Intelligence and Information Systems
    • /
    • v.20 no.1
    • /
    • pp.133-148
    • /
    • 2014
  • Recently, with the advent of various information channels, the number of has continued to grow. The main cause of this phenomenon can be found in the significant increase of unstructured data, as the use of smart devices enables users to create data in the form of text, audio, images, and video. In various types of unstructured data, the user's opinion and a variety of information is clearly expressed in text data such as news, reports, papers, and various articles. Thus, active attempts have been made to create new value by analyzing these texts. The representative techniques used in text analysis are text mining and opinion mining. These share certain important characteristics; for example, they not only use text documents as input data, but also use many natural language processing techniques such as filtering and parsing. Therefore, opinion mining is usually recognized as a sub-concept of text mining, or, in many cases, the two terms are used interchangeably in the literature. Suppose that the purpose of a certain classification analysis is to predict a positive or negative opinion contained in some documents. If we focus on the classification process, the analysis can be regarded as a traditional text mining case. However, if we observe that the target of the analysis is a positive or negative opinion, the analysis can be regarded as a typical example of opinion mining. In other words, two methods (i.e., text mining and opinion mining) are available for opinion classification. Thus, in order to distinguish between the two, a precise definition of each method is needed. In this paper, we found that it is very difficult to distinguish between the two methods clearly with respect to the purpose of analysis and the type of results. We conclude that the most definitive criterion to distinguish text mining from opinion mining is whether an analysis utilizes any kind of sentiment lexicon. We first established two prediction models, one based on opinion mining and the other on text mining. Next, we compared the main processes used by the two prediction models. Finally, we compared their prediction accuracy. We then analyzed 2,000 movie reviews. The results revealed that the prediction model based on opinion mining showed higher average prediction accuracy compared to the text mining model. Moreover, in the lift chart generated by the opinion mining based model, the prediction accuracy for the documents with strong certainty was higher than that for the documents with weak certainty. Most of all, opinion mining has a meaningful advantage in that it can reduce learning time dramatically, because a sentiment lexicon generated once can be reused in a similar application domain. Additionally, the classification results can be clearly explained by using a sentiment lexicon. This study has two limitations. First, the results of the experiments cannot be generalized, mainly because the experiment is limited to a small number of movie reviews. Additionally, various parameters in the parsing and filtering steps of the text mining may have affected the accuracy of the prediction models. However, this research contributes a performance and comparison of text mining analysis and opinion mining analysis for opinion classification. In future research, a more precise evaluation of the two methods should be made through intensive experiments.

A Study on the Development of Multimedia CAI in Smoking Prevention for Adolescents (청소년 흡연예방을 위한 멀티미디어 CAI 개발)

  • Lee, Sook-Ja;Park, Tae-Jin;Joung, Young-Il;Cho, Hyun
    • Korean Journal of Health Education and Promotion
    • /
    • v.20 no.2
    • /
    • pp.35-61
    • /
    • 2003
  • Background: The purpose of this study was to develop a structured and individualized smoking prevention program for adolescents by utilizing a multimedia computer-assisted instruction model and to empirically assess its effect. Method: For the purpose of this study, a guide book of smoking prevention program for middle and high school students was developed as the first step. The contents of this book were summarized and developed into an actual multimedia CAI smoking prevention program according to the Gane & Briggs instructional design and Keller's ARCS motivation design models as the second step. At the final step, the short-tenn effects of this program were examined by an experiment. This experiment were made for middle school and high school students and the quasi experimental design was the pretest - intervention - posttest. The measured data was attitude, belief, and knowledge about smoking, interest in the program, and learning motivation. Result: The results of this study were as follows: First, the guide book of a smoking prevention program was developed and the existing literature on adolescent smoking was analyzed to develop the content of the guide book. Then the curriculum was divided into three main domains on tobacco and smoking history, smoking and health, adolescent smoking and each main domain was divided into sub-domains. Second, the contents of the guide book were translated into a multimedia CAI program of smoking prevention througn Powerpoint software according to the instructional design theory. The characteristics of this program were interactive, learner controllable, and structured The program contents consisted of entrance(5.6%), history of tobacco(30%), smoking and health(38.9%), adolescent smoking(22.2%), video(4.7%), and exit(1.6%). Multimedia materials consisted of text(121), sound and music, image(still 84, dynamic 32), and videogram(6). The program took about 40 minutes to complete. Third, the results on analysis of the program effects were as follows: 1) There was significant knowledge increase between the pre-test and post-test with total mean difference 3.44, and the highest increase was in the 1st grade students of high school(p<0.001). 2) There was significant decrease in general belief on smoking between the pre-test and post-test with total mean difference 0.28. In subgroup analysis, the difference was significantly higher in the 1st grade of high school (p<0.001), low income class (p<0.001), and daily smokers (p<0.01). 3) There was no significant difference in attitudes on his personal smoking between the pre-test and post-test. 4) The interest in the program seemed to lower as students got older. The score of motivation toward this prevention program was the highest in the middle school 3rd grade. Among sub-domains of motivation, the confidence score was the highest. Conclusion: To be most effective, the smoking prevention program for adolescents should utilize the most up-to-date and accurate information on smoking, and then instructional material should be developed so that the learners can approach the program with enjoyment. Through this study, a guide book with the most up-to-date information was developed and the multimedia CAI smoking prevention program was also developed based on the guide book. The program showed positive effect on the students' knowledge and belief in smoking.

The impact of functional brain change by transcranial direct current stimulation effects concerning circadian rhythm and chronotype (일주기 리듬과 일주기 유형이 경두개 직류전기자극에 의한 뇌기능 변화에 미치는 영향 탐색)

  • Jung, Dawoon;Yoo, Soomin;Lee, Hyunsoo;Han, Sanghoon
    • Korean Journal of Cognitive Science
    • /
    • v.33 no.1
    • /
    • pp.51-75
    • /
    • 2022
  • Transcranial direct current stimulation (tDCS) is a non-invasive brain stimulation that is able to alter neuronal activity in particular brain regions. Many studies have researched how tDCS modulates neuronal activity and reorganizes neural networks. However it is difficult to conclude the effect of brain stimulation because the studies are heterogeneous with respect to the stimulation parameter as well as individual difference. It is not fully in agreement with the effects of brain stimulation. In particular few studies have researched the reason of variability of brain stimulation in response to time so far. The study investigated individual variability of brain stimulation based on circadian rhythm and chronotype. Participants were divided into two groups which are morning type and evening type. The experiment was conducted by Zoom meeting which is video meeting programs. Participants were sent experiment tool which are Muse(EEG device), tdcs device, cell phone and cell phone holder after manuals for experimental equipment were explained. Participants were required to make a phone in frount of a camera so that experimenter can monitor online EEG data. Two participants who was difficult to use experimental devices experimented in a laboratory setting where experimenter set up devices. For all participants the accuracy of 98% was achieved by SVM using leave one out cross validation in classification in the the effects of morning stimulation and the evening stimulation. For morning type, the accuracy of 92% and 96% was achieved in classification in the morning stimulation and the evening stimulation. For evening type, it was 94% accuracy in classification for the effect of brain stimulation in the morning and the evening. Feature importance was different both in classification in the morning stimulation and the evening stimulation for morning type and evening type. Results indicated that the effect of brain stimulation can be explained with brain state and trait. Our study results noted that the tDCS protocol for target state is manipulated by individual differences as well as target state.

Rainfall image DB construction for rainfall intensity estimation from CCTV videos: focusing on experimental data in a climatic environment chamber (CCTV 영상 기반 강우강도 산정을 위한 실환경 실험 자료 중심 적정 강우 이미지 DB 구축 방법론 개발)

  • Byun, Jongyun;Jun, Changhyun;Kim, Hyeon-Joon;Lee, Jae Joon;Park, Hunil;Lee, Jinwook
    • Journal of Korea Water Resources Association
    • /
    • v.56 no.6
    • /
    • pp.403-417
    • /
    • 2023
  • In this research, a methodology was developed for constructing an appropriate rainfall image database for estimating rainfall intensity based on CCTV video. The database was constructed in the Large-Scale Climate Environment Chamber of the Korea Conformity Laboratories, which can control variables with high irregularity and variability in real environments. 1,728 scenarios were designed under five different experimental conditions. 36 scenarios and a total of 97,200 frames were selected. Rain streaks were extracted using the k-nearest neighbor algorithm by calculating the difference between each image and the background. To prevent overfitting, data with pixel values greater than set threshold, compared to the average pixel value for each image, were selected. The area with maximum pixel variability was determined by shifting with every 10 pixels and set as a representative area (180×180) for the original image. After re-transforming to 120×120 size as an input data for convolutional neural networks model, image augmentation was progressed under unified shooting conditions. 92% of the data showed within the 10% absolute range of PBIAS. It is clear that the final results in this study have the potential to enhance the accuracy and efficacy of existing real-world CCTV systems with transfer learning.

Changes in a Novice Teacher's Epistemological Framing for Facilitating Small-Group Modeling: From "Filling in Blanks" to "Social Construction of Scientific Reasoning" (소집단 모형구성 수업 진행에서 나타난 초임 과학 교사의 인식론적 프레이밍 변화 탐색 -'빈칸 채우기'에서 '사회적 추론 구성'으로-)

  • Eun-Ju Lee;Heui-Baik Kim;Soo-Yean Shim
    • Journal of The Korean Association For Science Education
    • /
    • v.44 no.2
    • /
    • pp.179-194
    • /
    • 2024
  • The aim of this study was to explore how a novice science teacher's epistemological framing, characterized from her modeling instruction, evolved over time. We observed that the teachers' framing changed over time, as she collaborated with researchers to plan, facilitate, and reflect on a series of lessons to support students' small-group scientific modeling. We tried to understand how such experiences contributed to the changes in her framing. One 8th grade science teacher with two years of teaching experience participated in the study. The teacher collaborated with researchers for four months to co-plan and facilitate 18 lessons that included small-group scientific modeling. She also engaged in cogenerative reflection on the lessons for 13 times. All of her lessons and reflections were video-recorded, transcribed, and qualitatively analyzed for the purpose of the study. Our findings showed that the teacher's epistemological framing, characterized from her interactions with students during modeling lessons, evolved during the study period: transitioning from an emphasis on students merely "filling in blanks" to prioritizing "constructing personal reasoning" and ultimately to focusing on the "social construction of scientific reasoning." The teacher's perception about what students are capable of changed, as she observed students during the modeling lessons, and this led to the shifts in her framing. Furthermore, through her engagement in planning, implementing, and reflecting on modeling lessons with researchers, she came to recognize the value of student collaboration in knowledge-building processes. These results can offer implications for supporting and studying teachers' epistemological framing and modeling-based teaching by partnering with them.