• Journal of The Korean Association of Information Education
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• v.12 no.1
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• pp.77-88
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• 2008

A programming education has favorable influence on creative / logical thinking and problem solving ability of students. However, students typically have to spend too much effort in learning basic grammar and the usage model of programming languages, which negatively affect their eagerness in learning. In this respect, we proposed to apply the 'Scratch' using the Creative Problem Solving(CPS) Teaching Model; Scratch is an easy-to-learn and intuitive Educational Programming Language(EPL) that helps improving the problem solving ability of the class. Then we verified the effect of Scratch EPL through the design of both pretest and posttest for a subject group. In summary, the CPS based Scratch EPL was shown to significantly improve the problem solving ability and also help them develop favorable attitude in programming.

• Journal of The Korean Association of Information Education
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• v.23 no.4
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• pp.375-384
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• 2019

In a rapidly changing society with the Fourth Industrial Revolution, future students should have the skills to utilize and organize high-quality knowledge, not the amount of knowledge. With the launch of the revised curriculum in 2015, the curriculum has been reorganized based on competency and the software education has been seeking capabilities such as 'Cultural computing knowledge', 'Computational thinking', and 'Collaborative problem solving skills'. Therefore, practical collaboration tools and education programs that can be used in the field of education are developed based on Pair Programming, which is a specific collaborative learning strategy to develop cooperative problem solving skill. The educational program using this collaboration tool was developed with a focus on developing computational thinking and collaborative problem solving skills through Pair Programming rather than focusing on learning grammar of programming language and programming techniques. In a educational program, students will be able to use collaborative tools for pair programming and foster collaborative problem-solving skills.

• Journal of Korea Entertainment Industry Association
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• v.15 no.5
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• pp.141-151
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• 2021

This study analyzed the meaning and functions of '-(으)ㄹ 것 같다' and '-나 보다' among the various semantic functions depending on the situation, and discussed ways to train speculative expressions more efficiently by expanding them from traditional teaching methods through visualizations applied visual thinking at real Korean language education. The speculative representation, which is the subject of this study, represents the speaker's speculation about something or situation, with slight differences in meaning depending on the basis of the speculation and the subject of the speculation. We propose a training method that can enhance the diversification and efficiency of teaching-learning through visualization of information or knowledge, speculative representations that exhibit fine semantic differences in various situations. Utilizing visual thinking in language education can simplify and provide language information through visualization of language knowledge, and learners can be efficient at organizing and organizing language knowledge. It also has the advantage of long-term memory of language information through visualization of language knowledge. Attempts of various educational methods that can be applied at the Korean language education site can contribute to establishing a more systematic and efficient education method, which is meaningful in that the visual thinking proposed in this study can give interest and efficiency to international students.

• Proceedings of the IEEK Conference
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• 2002.07a
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• pp.417-420
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• 2002

Recent works in the area of multimedia studies focus on a wide range of issues from the impact of multimedia on culture to its impact on economics and anything in between. The interconnectedness of the issues raised by this new practice is complicated by the fact that media are rapidly converging: in a very real way, multimedia is becoming a media prism that reflects the way in which media continually influence each other across disciplines and cultural borders. Thus, the impact of multimedia reflects a complicated crossroads where media, human experience, culture and technology converge. An effective design is generally based on shaping aesthetics for function and utility, with an emphasis on ease of use. However, in designing for cyberspace, it is possible to create narratives that challenge the interactor by encoding in the design an instructional aspect that teaches new approaches and forms. Such a design offers an equally aesthetic experience for the interactor as they explore the meaning of the work. This design approach has been used constructively in many applications. The crucial concern is to determine how little or how much information must be presented for the interactor to achieve a suitable level of cognition. This is always a balancing act: too much difficulty will result in interactor frustration and the abandonment of the activity and too little will result in boredom leading to the same negative result In addition, it can be anticipated that the interactor will bring her or his own level of experiential cognition and/or accretion, to the experience providing reflective cognition and/or restructure the learning curve. If the design of the application is outside their present experience, interactors will begin with established knowledge in order to explore the new work. Thus, it may be argued that the interactor explores, learns and cognates simultaneously based on primary experiential cognition. Learning is one of the most important keys to establishing a comfort level in a new media work. Once interactors have learned a new convention, they apply this cognitive knowledge to other new media experiences they may have. Pierre Levy would describe this process as a "new nomadism" that creates "an invisible space of understanding, knowledge, and intellectual power, within which new qualities of being and new ways of fashioning a society will flourish and mutate" (Levy xxv 1997). Thus, navigation itself of offers the interactors the opportunity to both apply and loam new cognitive skills. This suggests that new media narrative strategies are still in the process of developing unique conventions and, as a result, have not reached a level of coherent grammar. This paper intends to explore the cognitive aspects of new media design and in particular, will explore issues related to the design of new media interfaces. The paper will focus on the creation of narrative strategies that engage interactors through loaming curves thus enhancing interactivity.vity.

• Journal of Practical Engineering Education
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• v.14 no.1
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• pp.1-10
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• 2022

Learning C programming language in electronics education is an important basic education course for understanding computer programming and acquiring the ability to use microprocessors in embedded systems. In order to focus on understanding basic grammar and algorithms, it is a common teaching method to write programs based on C standard library functions in the console window and learn theory and practice in parallel. However, if a student wants to start a project activity or go to a deeper stage after acquiring some basic knowledge of the C language, using only the C standard library function in the console window limits what a student can express or control with the C program. For the purpose of making it easier for a student to use graphics or multimedia resources and increase educational value, this paper studies a case of applying Simple DirectMedia Layer (SDL), an open source software, into the C programming language learning process. The SDL-based programming course applied after completing the basic programming curriculum performed in the console window is introduced, and the educational value is evaluated through a survey. As a result, more than 56% of the respondents expressed positive opinions in terms of improved application ability, stimulating interest, and overall usefulness, and less than 4% of them had negative opinions.

• Proceedings of the KSPS conference
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• 1997.07a
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• pp.176-178
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• 1997

To make a long story short I made up my mind to experiment with a multimedia approach to my classroom presentations two years ago because my ways of giving instructions bored the pants off me as well as my students. My favorite ways used to be sometimes referred to as classical or traditional ones, heavily dependent on the three elements: teacher's mouth, books, and chalk. Some call it the 'MBC method'. To top it off, I tried audio-visuals such as tape recorders, cassette players, VTR, pictures, and you name it, that could help improve my teaching method. And yet I have been unhappy about the results by a trial and error approach. I was determined to look for a better way that would ensure my satisfaction in the first place. What really turned me on was a multimedia CD ROM title, ELLIS (English Language Learning Instructional Systems) developed by Dr. Frank Otto. This is an integrated system of learning English based on advanced computer technology. Inspired by the utility and potential of such a multimedia system for regular classroom or lab instructions, I designed a simple but practical multimedia language learning laboratory in 1994 for the first time in Korea(perhaps for the first time in the world). It was high time that the conventional type of language laboratory(audio-passive) at Hahnnam be replaced because of wear and tear. Prior to this development, in 1991, I put a first CALL(Computer Assisted Language Learning) laboratory equipped with 35 personal computers(286), where students were encouraged to practise English typing, word processing and study English grammar, English vocabulary, and English composition. The first multimedia language learning laboratory was composed of 1) a multimedia personal computer(486DX2 then, now 586), 2) VGA multipliers that enable simultaneous viewing of the screen at control of the instructor, 3) an amplifIer, 4) loud speakers, 5)student monitors, 6) student tables to seat three students(a monitor for two students is more realistic, though), 7) student chairs, 8) an instructor table, and 9) cables. It was augmented later with an Internet hookup. The beauty of this type of multimedia language learning laboratory is the economy of furnishing and maintaining it. There is no need of darkening the facilities, which is a must when an LCD/beam projector is preferred in the laboratory. It is headset free, which proved to make students exasperated when worn more than- twenty minutes. In the previous semester I taught three different subjects: Freshman English Lab, English Phonetics, and Listening Comprehension Intermediate. I used CD ROM titles like ELLIS, Master Pronunciation, English Tripple Play Plus, English Arcade, Living Books, Q-Steps, English Discoveries, Compton's Encyclopedia. On the other hand, I managed to put all teaching materials into PowerPoint, where letters, photo, graphic, animation, audio, and video files are orderly stored in terms of slides. It takes time for me to prepare my teaching materials via PowerPoint, but it is a wonderful tool for the sake of presentations. And it is worth trying as long as I can entertain my students in such a way. Once everything is put into the computer, I feel relaxed and a bit excited watching my students enjoy my presentations. It appears to be great fun for students because they have never experienced this type of instruction. This is how I freed myself from having to manipulate a cassette tape player, VTR, and write on the board. The student monitors in front of them seem to help them concentrate on what they see, combined with what they hear. All I have to do is to simply click a mouse to give presentations and explanations, when necessary. I use a remote mouse, which prevents me from sitting at the instructor table. Instead, I can walk around in the room and enjoy freer interactions with students. Using this instrument, I can also have my students participate in the presentation. In particular, I invite my students to manipulate the computer using the remote mouse from the student's seat not from the instructor's seat. Every student appears to be fascinated with my multimedia approach to English teaching because of its unique nature as a new teaching tool as we face the 21st century. They all agree that the multimedia way is an interesting and fascinating way of learning to satisfy their needs. Above all, it helps lighten their drudgery in the classroom. They feel other subjects taught by other teachers should be treated in the same fashion. A multimedia approach to education is impossible without the advent of hi-tech computers, of which multi functions are integrated into a unified system, i.e., a personal computer. If you have computer-phobia, make quick friends with it; the sooner, the better. It can be a wonderful assistant to you. It is the Internet that I pay close attention to in conjunction with the multimedia approach to English education. Via e-mail system, I encourage my students to write to me in English. I encourage them to enjoy chatting with people all over the world. I also encourage them to visit the sites where they offer study courses in English conversation, vocabulary, idiomatic expressions, reading, and writing. I help them search any subject they want to via World Wide Web. Some day in the near future it will be the hub of learning for everybody. It will eventually free students from books, teachers, libraries, classrooms, and boredom. I will keep exploring better ways to give satisfying instructions to my students who deserve my entertainment.

• The KIPS Transactions:PartA
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• v.10A no.6
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• pp.605-614
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• 2003

In this paper we introduce a new style multiparadigm language named Argos which applies a compositional approach [20] to multiparadigm programming. Argos is a superset of the Java, and its grammar has an extension point which allows other languages to be used in Argos programs. Therefore, Argos can support object-oriented programming and multiparadigm programming by enabling each method in a class to be implemented with one of the Java, C, Prolog, Python, and XML languages. Since Argos allows the existing languages to be used, it has advantages such as easiness of learning and high reusability. The Argos compiler is implemented according to the delegating compiler object (DCO) model[28,29]. The compiler partitions a program Into several parts according to the languages used in methods and delivers the parts the languages' processors which compile the parts.

• The Journal of Korean Institute for Practical Engineering Education
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• v.2 no.2
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• pp.30-35
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• 2010

This paper proposes several methods for effective teaching of programing language(especially C). The programing languages are very important and basic subjects in the Department of Computer Engineering and Science. Many students have some difficulty in learning the programming languages. So, we will suggest several effective methods for effective teaching of programming languages. First, in order to understand the programming language effectively, we need to teach some basic computer architecture and operation principles of computer program to students. Second, it is better to teach many example-based programing skills instead of conventional grammar teaching. Third, if we teach the memory status(memory allocation/release) during the program operation, it will be much better to understand the pointer variables and memory problems. Fourth, let's improve the programming skills through effective homework assignments and experiments. Fifth, let students be guided so that they do programing by themselves. Finally, we can maximize the programming skill through the final termproject.

• Journal of the Korea Society of Computer and Information
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• v.17 no.3
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• pp.11-25
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• 2012

We present the method to infer Context-Free Grammars by applying genetic algorithm to the Binary Third-order Recurrent Neural Networks(BTRNN). BTRNN is a multiple-layered architecture of recurrent neural networks, each of which is corresponding to an input symbol, and is combined with external stack. All parameters of BTRNN are represented as binary numbers and each state transition is performed with any stack operation simultaneously. We apply Genetic Algorithm to BTRNN chromosomes and obtain the optimal BTRNN inferring context-free grammar of positive and negative input patterns. This proposed method infers BTRNN, which includes the number of its states equal to or less than those of existing methods of Discrete Recurrent Neural Networks, with less examples and less learning trials. Also BTRNN is superior to the recent method of chromosomes representing grammars at recognition time complexity because of performing deterministic state transitions and stack operations at parsing process. If the number of non-terminals is p, the number of terminals q, the length of an input string k, and the max number of BTRNN states m, the parallel processing time is O(k) and the sequential processing time is O(km).

• Journal of the Korea Society of Computer and Information
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• v.25 no.4
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• pp.213-222
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• 2020

Recently, as awareness of the need for software education has spread worldwide, the government of Korea has led compulsory software education also. Basic software education in universities has been stabilized through various trials and efforts. However, due to software classes are mandatory, students not only could not have motivation for learning but also have treated programming course as a difficult subject. In this paper, two programming classes, which were designed and managed as a problem-oriented programming class for the purpose of cultivating computational thinking for the non-computer science students, are compared using the lecture assessment results. As a result, in the case of expanding the use of the problem as a grammatical explanation aid and expanding the ratio of major-friendly problems, the student's responses were concentrated on higher scores and the response average improved by about 7%. It means that the level of difficulty experienced by learners is lowered.