• The Korean Journal of Elementary Counseling
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• v.4 no.1
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• pp.263-284
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• 2005

The purpose of this study was to examine the effect of game-centered empathy training on the prosocial behaviors of elementary schoolers in a bid to suggest how their prosocial behaviors could be boosted. The research questions were posed as below: 1. Does game-based empathy training improve the overall empathy of school children? 2. Does game-based empathy training have a better effect on the cognitive empathy of school children or their emotional empathy? 3. Does game-based empathy training enhance the prosocial behaviors of school children? The subjects in this study were 62 children in their fourth year of D elementary school in Eumseong-gun, north Chungcheong province. They were divided into an experimental group and a control group, and a survey was conducted before and after the experimental group under-went empathy training for about six weeks. The instrument used in this study was David(1980)'s Interpersonal Reactivity Index adopted by Park Sung-hee(1996) to suit school children. Another instrument was Park Sung-hee (1997)'s inventory to assess the prosocial behaviors of children. The collected data were analyzed by SPSS 10.0 for Windows program, and reliability analysis and t-test were employed. The findings of the study were as follows: First, as for the effects of the game-based empathy training on the overall empathy of the elementary school youngsters that included both emotional and cognitive empathy, both groups got lower scores in posttest than in pretest. The experiment produced unexpected results, as the experimental group got significantly lower scores. This fact indicated that the game-based empathy training was ineffective. Second, the game-centered empathy training didn't exercise any influences on their cognitive and emotional empathy. The experiment had a reverse impact on the cognitive and emotional empathy of the experimental group, which implied that the training served as a factor to deteriorate the two types of empathy, and the hypothesis posed in this study was rejected. Therefore, which type of empathy could make a better progress by being exposed to the training couldn't definitely be determined. Third, the game-based empathy training didn't serve to Improve the prosocial behaviors of the elementary schoolers. There was no change in the experimental group, and this fact signified that there's something wrong with the attempt to develop school children's empathy to step up their prosocial behaviors. Based on the above-mentioned findings, the following conclusion was reached: First, the game-centered empathy training had no effects on boosting the overall empathy of the school children. Second, the game-centered empathy training couldn't be said to be effective in improving either cognitive empathy or emotional one. From a viewpoint of relativity, that could be said to affect emotional empathy more than cognitive one. Third, the game-based empathy training wasn't effective in improving prosocial behaviors. Rather, that resulted in interrupting the promotion of prosocial behaviors.

• Journal of the Korean Operations Research and Management Science Society
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• v.27 no.3
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• pp.135-144
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• 2002

The purpose of this study is to examine the effects of computer-based creativity training. Four groups of vocational high school students totaling 151 were used as experimental subjects. Two dimensions of treatment were designed. One treatment dimension is the use of computer medium in education： computer based vs. paper-pencil setting of education. The second treatment dimension is the method of creativity training: technique-oriented training program vs. factor-oriented training program. Both a pretest and a post-test were administered to all participated students. The tests were composed of a Creative Figural Test and a Creative Product Test. After the pretest 8 sessions of creative training were delivered as intended in the design of the experiment. The Dost-test was arranged a week after the completion of the training sessions. The results of the study include： First, all the 4 groups showed certain amount of improvements in their scores of Creative Figural Test, while no improvements was observed in the creative product test score. Second, the technique-oriented creativity training was more effective than the factor-oriented under the context of computer-based education, and the factor-oriented training was more effective in the paper-pencil setting. The results suggest that different pedagogical approaches should be employed for computer-based training as compared to the paper-pencil education.

• Journal of Educational Research in Mathematics
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• v.24 no.4
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• pp.537-554
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• 2014

In this study, we investigated a good way for teacher professional development. Based on this way, we designed teacher training program. We carried out teacher training program for 50 secondary school mathematics teachers in July 2014. In this teacher training courses, teachers conducted recording mathematics teaching-learning processes by dialogue between teacher and student according to Socratic method. We also shared the practices of teacher educators, teachers and colleagues. In this teacher training, we tried to cultivate teachers' abilities needed to a good mathematics instruction. And we aimed to equip the attitude that guided reflection on their mathematics class. Through the teacher training, teachers recognized the need to study on the thinking of students and take into account students' expected reaction on the part of learners. Also they developed an attitude as reflective practitioners and recognized the need of teacher learning communities for their professional development.

• Korean Journal of Cognitive Science
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• v.16 no.1
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• pp.53-67
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• 2005

Present study identified categorization pattern differences between experts and novices and examined whether categorization training has positive effects on problem solving. In experiment I, we examined categorization differences between groups according to expertise using mathematical equation problems. Experts classified problems based on deep structure related to problem solution methods whereas novices classified problems based on surface features. However, in the labeled categorization condition, novices' categorization pattern was not different from experts'. These results suggest that novices have difficulty identifying deep structure of problems. In experiment 2, we examined whether categorization training showing subjects deep structure of problems explicitly increases transfer performance. The results showed that solution training was more effective to expert group whereas categorization training was more effective to novice group. We have discussed that different training methods should be applied according to expertise.

• The KIPS Transactions:PartB
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• v.15B no.1
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• pp.61-68
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• 2008

This paper presents a spam filter system using co-training with spamminess features and URL features based on the maximum entropy model. Spamminess features are the emphasizing patterns or abnormal patterns in spam messages used by spammers to express their intention and to avoid being filtered by the spam filter system. Since spammers use URLs to give the details and make a change to the URL format not to be filtered by the black list, normal and abnormal URLs can be key features to detect the spam messages. Co-training with spamminess features and URL features uses two different features which are independent each other in training. The filter system can learn information from them independently. Experiment results on TREC spam test collection shows that the proposed approach achieves 9.1% improvement and 6.9% improvement in accuracy compared to the base system and bogo filter system, respectively. The result analysis shows that the proposed spamminess features and URL features are helpful. And an experiment result of the co-training shows that two feature sets are useful since the number of training documents are reduced while the accuracy is closed to the batch learning.

• Journal of the Korean Academy of Clinical Electrophysiology
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• v.1 no.2
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• pp.49-60
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• 2003

The purpose of this study was to evaluate the effect of Halliwick 10 point program on the balance control. Fourteen undergraduate students participated in the experiment, and classified 7 experiment and 7 control group, randomly. Halliwick 10 point program was applied in the experiment group for 4 weeks. Balance index was measured using KAT 2000. Balance index were measured before, during(2 weeks), and after(4 weeks) the training for 4 weeks. 2-way repeated measures ANOVA was used to further distinguish between the groups. The following results were obtained; 1. The total balance index scores from a KAT were significantly decreased after 4 weeks compared with before the training passing of time. However there was no significant difference between experiment and control group. 2. The left and anterior shifting balance index scores from a KAT were significantly decreased after 4 weeks compared with before the training passing of time. However there was no significant difference between experiment and control group. These results lead us to the conclusion that the balance ability of women twenties increase as the water is higher than that of the ground applied Halliwick 10 point program of the water specific therapy province. Therefore, A further direction of this study will be to provide more evidence for Halliwick 10 point program in the water specific therapy.

• Proceedings of the IEEK Conference
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• 2002.07c
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• pp.2051-2054
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• 2002

In this research, we had two experiments. In the first experiment we focused on the comparison of loaming between two groups of hearing impaired students (multimedia training group and traditional print-based method group). The results from the first experiment indicated that there was no numerical difference in test scores between the two groups of students but the students enjoyed learning with computer. We then carried out the second experiment. This time, we focused more on measuring the qualitative nature of the learning using multimedia technology. The results of the second experiment indicated that the two methods of teaching and learning affected students similarly since the average scores of both groups showed no statistically significant difference. About 89% of the students in the second experiment enjoyed learning from the CD-ROM. This result was based not just on the CD-ROM Life in Saskatchewan, but included any kinds and subjects of CD-ROM used in the classroom. Although multimedia training is as good as, but no better than, the traditional print-based method, multimedia can be used as a valuable supplement in adaptive technology.

• Physical Therapy Rehabilitation Science
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• v.11 no.4
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• pp.384-390
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• 2022

Objective: The purpose of this study was to investigate the effect of the side-step tasks based circular training program (STCT) on balance and gait characteristics in stroke patients. Design: A randomized controlled trial Methods: Twenty-four stroke patients were randomly divided into two groups of twelve patients each. One group was applied with the STCT whereas the other group was treated with conservative physiotherapy (CP). The ability of gait was measured in 10m walking test and stride length on both side using BTS G-WALK (BTS Bioengineering S.p.A, Italy) and the ability of balance was measured in Berg Balance Scale (BBS) and Timed Up and Go Test (TUG). Results: The STCT group was significant differences in the balance parameters of BBS and TUG (p<0.05) and showed significant differences in gait variables in 10m walking speed, stride length of affected and non-affected side after the experiment before and after the experiment (p<0.05). In addition, the STCT group showed a significant difference in BBS compared to the control group (p<0.05). Conclusions: The results of this study confirmed that the side-step tasks based circular training program (STCT) improves balance and walking ability in stroke patients. STCT is expected to be used as a useful intervention method for stroke rehabilitation.

• Proceedings of the Korea Association of Information Systems Conference
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• 1996.11a
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• pp.29-48
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• 1996

Previous studies on user training have largely focused on assessing models which describe the determinants of information technology usage or examined the effects of training on user satisfaction, productivity, performance, and so on. Scant research efforts have been made, however, to examine those effects of training by using theoretical models. This study presented a conceptual model to predict intention to use information technology and conducted an experiment to understand how training for computer skill acquisition affects primary variables of the model. The data were obtained from 32 student subjects of an experimental group and 31 students of a control group, and the information technology employed for this study was a university's electronic mail system. The study results revealed that attitude toward usage and perceived behavioral control helped to predict user intentions; outcome expectations were positively related to attitude toward usage; and self - efficacy and perceived behavioral control. The changes in those variables suggest more causal effects of user training than other survey studies.

• The Journal of Korean Academy of Orthopedic Manual Physical Therapy
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• v.10 no.1
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• pp.83-101
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• 2004

The propose of the study was to evaluate the efficacy of the partial body weight support during treadmill training on the ambulation in elderly with chronic stroke. Fourteen hemiplegic volunteers participated and were divided into an experimental and control groups. In the experimental group, the body weight support during treadmill training was performed 3 times per week for 6 weeks. In the control group, usual treadmill training was applied. Before and after experiments, temporal-spatial gait parameters were measured. The date of 14 patients who carried out the whole experimental course were statistically analyzed. The results of the study were : 1. In the comparison of gait velocity before and after experiment, the gait velocity was significantly increased in the experimental group and the control group(p<.05). In the comparison of difference of the gait velocity between groups, there was not, significant difference between the experimental group and the control group(p>.05). 2. In comparison of gait cadence before and after experiment, the gait cadence was significantly increased in both groups(p<.05). In the comparison of difference of the gait cadence between groups, there was not significant difference between the experimental group and the control group(p>.05). 3. In the comparison of step length before and after experiment, the step length was significantly increased in the experimental group and the control group(p<.05). In the comparison of difference of the step length between groups, there was not significant difference between the experimental group and the control group(p>.05). 4. In the comparison of single support time asymmetry before and after experiment, the single support time asymmetry was no significant difference between groups(p>.05). In the comparison of difference of the single support time asymmetry between groups, there was not significant difference between the experimental group and the control group(p>.05). 5. In the comparison of step length asymmetry before and. after experiment, the step length asymmetry was not significant difference between the experimental group and the control group(p>.05). In the comparison of difference of the single step length asymmetry between groups, there was not significant difference between the experimental group and the control group(p>.05).