• Proceedings of the Korea Multimedia Society Conference
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• 2012.05a
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• pp.123-126
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• 2012

In general, there are 3 subjects of discussion in education field; namely past, present and future. Related with those facts, there is several information or knowledge that relatively hard to be presented in the real world. In this matter, digital content shows its contribution especially in the education field. Digital content can virtually represent the information or knowledge that seems to be difficult to be visualized in the real world before. In this project, researcher develops a mobile device's application that consist the skeleton's 3D virtual content. This application is expected to solve the above explained problem that usually appears during learning human skeleton in senior high-school's biology class. Besides, the application of digital content will make the learning process become easier because the student will have a visual learning tool. Last, the mobile device that is used in this prototype has offer an important beneficial namely mobility beneficial, so that the user can access the content anytime and anywhere.

• Journal of Advanced Information Technology and Convergence
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• v.9 no.1
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• pp.67-76
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• 2019

Recently, with the advent of the software-based society, many organizations have been providing software developing education, such as coding, to Computer Science majors and non-Computer Science majors. When implementing a program, teachers can let students draw a variety of diagrams, such as flowcharts, UML diagrams, and ERD diagrams ahead. As the importance of computational thinking is increasingly emphasized, abstracting algorithms into diagrams is considered an important educational element. In this paper, we examined the visual literacy and abstract/concrete way of thinking of novice programmers in order to analyze factors affecting the abstraction process of drawing diagrams, and how they influence students' ability to understand diagrams and ability to draw. If we understand what factors influence the abstraction process in this study, we can suggest educational alternatives for future strategies in which teachers will teach students.

• Korean Institute of Interior Design Journal
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• v.15 no.2 s.55
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• pp.99-107
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• 2006

People with visual impairments are difficult to go to education facility by themselves, because of their limited visual ability, orientation, and usability field, so they prefer dormitories. Those dormitories playa role in living space, education, communication and culture function. Therefore those facilities planned more user centered design, since they are influenced by user actability and their values. User centered designs that match between the user and space are understood as well as their characteristics and behavior. Especially for understanding their activity, observation is conducted about their behavior in dormitories. Thus the purpose of this study is suggested to be a basic source that planning about residential facility for people with visual impairments through interview and observation investigation by analysis that they resident in space motion and performance.

• Educational Technology International
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• v.7 no.1
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• pp.21-37
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• 2006

This paper focuses on finding out visualization process by means of VTA(Visual Task Analysis) of expert teachers' simple task. Findings indicate teachers have coding schema of performing visual task as such; (a) the analyzing by reading and some activities in the task text, (b) conceptualizing or understanding in his/her own way, (c) the explaining of the action or product, (d) the searching by thinking or finding, (e) the decision of visualizing of the task. Expert teachers tried to visualize in the form of abstract graph, and to omit the object which was not directly related to the topic at the pilot study. VAT based on ground theory and protocol analysis was developed and performed. This case study suggests that an additional study for searching a guide and method might be beneficial for conducting a visual task analysis.

• Journal of the Korean earth science society
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• v.28 no.3
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• pp.277-288
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• 2007

This study analyzed the visual images covering 'weather' and 'weather forecast' in elementary science textbooks from the Syllabus Period to the 7th national curriculum from the socio-semiotic perspective. The results showed that most of the visual images were 'realistic' which were descriptive of real world phenomena. This means that most of the visual images in elementary science text were familiar to students in every curriculum period. The power relationship in communication between images and students was very complex. The visual images in elementary science textbooks include few geometrical and alphanumeric code in every curriculum period. This study provides a new framework to interpret amount of information, functions of information, structures, and social meanings of visual images. It could be also a beginning stage to introduce the socio-semiotic perspective into choosing visual images for next science textbooks.

• Journal of Institute of Control, Robotics and Systems
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• v.21 no.12
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• pp.1109-1114
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• 2015

This paper presents an improved learning-based visual inspection method for auto parts inspection in severe lighting changes. Automobile sunroof frames are produced automatically by robots in most production lines. In the sunroof frame manufacturing process, there is a quality problem with some parts such as volts are missed. Instead of manual sampling inspection using some mechanical jig instruments, a learning-based machine vision system was proposed in the previous research[1]. But, in applying the actual sunroof frame production process, the inspection accuracy of the proposed vision system is much lowered because of severe illumination changes. In order to overcome this capricious environment, some selective feature vectors and cascade classifiers are used for each auto parts. And we are able to improve the inspection accuracy through the re-learning concept for the misclassified data. The effectiveness of the proposed visual inspection method is verified through sufficient experiments in a real sunroof production line.

• Research in Mathematical Education
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• v.14 no.3
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• pp.195-209
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• 2010

Utilizing a structure of operations known as Dissection-Motion-Operations (DMO), a set of mathematics propositions or area-formulas in school mathematics will be introduced through shape-to-shape transforms. The underlying theme for DMO is problem-solving through visual reasoning and proving manipulatively or electronically vs. rote learning and memorization. Visual reasoning is the focus here where two operations that constitute DMO are utilized. One operation is known as Dissection (or Decomposition) operation that operates on a given region in 2D or 3D and dissects it into a number of subregions. The second operation is known as Motion (or Composition) operation applied on the resultant sub-regions to form a distinct area (or volume)-equivalent region. In 2D for example, DMO can transform a given polygon into a variety of new and distinct polygons each of which is area-equivalent to the original polygon (cf [Rahim, M. H. & Sawada, D. (1986). Revitalizing school geometry through Dissection-Motion Operations. Sch. Sci. Math. 86(3), 235-246] and [Rahim, M. H. & Sawada, D. (1990). The duality of qualitative and quantitative knowing in school geometry, International Journal of Mathematical Education in Science and Technology 21(2), 303-308]).

• Education of Primary School Mathematics
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• v.22 no.1
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• pp.65-82
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• 2019

In this study, students' multiplication expression method according to visual model was analyzed through paper test and eye tracking test. As a result of the paper-pencil test, students were presented with multiplication formula. In the group model (number of individual pieces in a group) ${\times}$ (number of group) in the array model (column) ${\times}$ (row), but in the array model, the proportion of students who answered the multiplication formula in the (row) ${\times}$ (column). From these results, we derived the appropriate model presentation method for multiplication instruction and the multiplication expression method for visual model.

• Journal of Ecology and Environment
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• v.30 no.1
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• pp.9-15
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• 2007

Black-tailed gulls (Larus crassirostris) produce alarm calls apparently related to their anti-predator behaviors, but the hypothesis that the calls are actually used as functionally referential alarm signals has not yet been tested. In this study, we performed a series of experiments using visual (a stuffed goshawk: Accipiter gentilis) and acoustic (alarm calls and a control vocalization) stimuli at 15 sites in Sinjindo-ri and Dowhang-ri, Taean-gun, Chungnam province to examine anti-predator responses of the gulls to alarm calls in playback trials. We found that the gulls' visual recognition of a perched hawk model in the absence of alarm vocalizations was weak or absent because the model was noticed in only two out of 16 trials. The gulls' responses to playbacks of the alarm call only and the alarm call with a visual stimulus differed from responses to the control vocalization in latency to approach, time mobbing, and the percentage of gulls responding, while the responses to alarm call only differed from alarm call with a visual stimulus in latency to first fly, latency to call, and time mobbing. The results of this study suggest that alarm calls of black-tailed gulls are used to elicit appropriate anti-predator behaviors that are intensified when a predator is detected visually.

• Journal of The Korean Association For Science Education
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• v.39 no.2
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• pp.295-305
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• 2019

In previous study, visual representation competence taxonomy (VRC-T), which is composed of two dimensions, was developed for the purpose of promoting effective visual representation use and research in science education. In this study, elementary school students' visual representation competence for shadow phenomenon was investigated using VRC-T. In terms of visual representation competence, 'interpretation' was the highest score, followed by 'construction' and 'integration'. It also showed that students' visual representation competence was not high even after learning shadow-related units in the regular curriculum. On the other hand, text-based scientific knowledge was not correlated with all categories of visual representation competence. This indicates that there is a need to emphasize visual representation more in science class. Finally, hierarchical relationship among cognitive processes of VRC-T was explored according to ordering theory. If the tolerance level is somewhat loosened, a linear hierarchical relationship was found between the six cognitive processes. This suggests that VRC-T is an analytical framework that can be useful when designing assessment tools, tasks, and science class activities to enhance visual representation competence.