• Advances in nano research
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• v.12 no.2
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• pp.223-239
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• 2022

Object detection has always been to pursue objects with particular properties or representations and to predict details on objects including the positions, sizes and angle of rotation in the current picture. This was a very important subject of computer vision science. While vision-based object tracking strategies for the analysis of competitive videos have been developed, it is still difficult to accurately identify and position a speedy small ball. In this study, deep learning (DP) network was developed to face these obstacles in the study of tennis motion tracking from a complex perspective to understand the performance of athletes. This research has used CNN-VGG 16 to tracking the tennis ball from broadcasting videos while their images are distorted, thin and often invisible not only to identify the image of the ball from a single frame, but also to learn patterns from consecutive frames, then VGG 16 takes images with 640 to 360 sizes to locate the ball and obtain high accuracy in public videos. VGG 16 tests 99.6%, 96.63%, and 99.5%, respectively, of accuracy. In order to avoid overfitting, 9 additional videos and a subset of the previous dataset are partly labelled for the 10-fold cross-validation. The results show that CNN-VGG 16 outperforms the standard approach by a wide margin and provides excellent ball tracking performance.

• Journal of the Korean Society for Library and Information Science
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• v.56 no.1
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• pp.201-220
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• 2022

This study suggests a theoretical model of information literacy instructions in the context of the Extended Essay included in IB(International Baccalaureate) Diploma Program Core. The study particularly analyzed I-LEARN model as a model to teach and learn with information for inquiry-based learning since the model was developed for the purpose of learning with information. Some school districts in Korea adapted IB programs to address the need for better education. Findings indicate the followings. First, students can achieve deep understanding by applying a model of information literacy instructions that provides scaffolding. Second, the expected roles of school librarians in information literacy instructions for Extended Essay are process specialists, teachers, and instructional partners. Third, I-LEARN model is appropriate as a framework to teach information literacy skills for inquiry needed for Extended Essay. Fourth, I-LEARN assessment rubric is useful in assessing the process and outcomes of students' information seeking and use. Implications include that school librarians should develop themselves as experts in information literacy instructions for inquiry-based learning such as Extended Essay, and that Korean schools recognize the crucial role of school librarians in teaching information literacy skills for inquiry-based learinng.