• International Journal of Internet, Broadcasting and Communication
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• v.12 no.4
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• pp.232-237
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• 2020

Given the recent pace of development and expansion of Artificial Intelligence (AI) technology, the influence and ripple effects of AI technology on the whole of our lives will be very large and spread rapidly. The National Artificial Intelligence R&D Strategy, published in 2019, emphasizes the importance of artificial intelligence education for K-12 students. It also mentions STEM education, AI convergence curriculum, and budget for supporting the development of teaching materials and tools. However, it is necessary to create a new type of curriculum at a time when artificial intelligence curriculum has never existed before. With many attempts and discussions going very fast in all countries on almost the same starting line. Also, there is no suitable professor for K-12 students, and it is difficult to make K-12 students understand the concept of AI. In particular, it is difficult to teach elementary school students through professional programming in AI education. It is also difficult to learn tools that can teach AI concepts. In this paper, we propose an educational model for elementary school students to improve their understanding of AI through play or experience. This an experiential education model that combineds exploratory learning and discovery learning using multi-intelligence and the PLAY teaching-learning model to undertand the importance of data training or data required for AI education. This educational model is designed to learn how a computer that knows only binary numbers through UA recognizes images. Through code.org, students were trained to learn AI robots and configured to understand data bias like play. In addition, by learning images directly on a computer through TeachableMachine, a tool capable of supervised learning, to understand the concept of dataset, learning process, and accuracy, and proposed the process of AI inference.

• Journal of the Korean Society of Earth Science Education
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• v.13 no.1
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• pp.29-39
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• 2020

In this study, to find out the learning effects and difficulties of role play activities to learn the earth's rotation and the sun's apparent motion, the degree of concept understanding through role play activities, difficulties arising from activities collected by interview, and eye movement during activities are analyzed. 22 fifth graders participated in this study and collected and analyzed experimental behaviors, post-interviews, and eye movement data during the role play of the students. The study found that students could explain the rotation and direction of the Earth through role play activities, but it was difficult to explain the apparent motion of the sun. Since it is difficult to perceive the sun's apparent motion through role play activities, the learning effect of the earth rotation role play activity is low.

• Korean Journal of Child Studies
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• v.31 no.3
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• pp.161-181
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• 2010

This study reviews policies related to children's play which are being implemented by the UK at a national level from 2008 to 2020. The Department for Children, Schools, and Families, in cooperations with other central government departments and professional organizations, are developing and implementing the strategy. The purpose of the strategy is to improve play opportunities for all children and young people in England by raising the value and status of play in every community. This study examines the strategy by focusing on firstly, the purpose, vision, and steps to be undertaken; secondly, the methods used and the participating organizations; and thirdly, the legal, social, and academic basis upon which the strategy is founded. By way of conclusion, the researcher argues that we need to consider and learn from the case of the UK to come up with desirable polices for children's education and well-being.

• Journal of the Korean Society of Earth Science Education
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• v.6 no.1
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• pp.20-27
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• 2013

This research examined the elementary students' level of motivation to learn science and analyzed correlation between scientific experiences and the motivations to learn science. 216 of elementary students in the 5th grade and 207 of elementary students in the 6th grade were surveyed with questionnaire composed of Likert criteria and scientific motivation questionnaire(SMQ), and the results were analyzed by SPSS 18.0 statistics program. The results of this research are as following : First, elementary school students' level of scientific experiences appeared quite low, and boys appeared to have more scientific experiences than girls. For more specific areas, the experiences were more from outside of school rather than inside, and experiences from science class. Second, elementary students' level of motivation to learn science stood relatively high, and boys showed higher level of motivation to learn science than girls. For more specific areas, the level of motivation from internal motivation area was the highest and the lowest was that from the area of anxiety about exams. Third, the scientific experiences and motivation to learn science showed highly static correlation. Experiences both from inside and outside of the school were significantly correlated to the motivation to learn science, and those from outside of the school had higher correlation with the motivation to learn science. Therefore, the scientific experiences should be recognized to play an important role for improvement of the level of motivation to learn science, and the efforts should be made to provide the elementary students with high-quality scientific experiences to develop their level of motivation to learn science.

• Korean Institute of Interior Design Journal
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• v.19 no.1
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• pp.37-45
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• 2010

Children likes to play and learn by playing at anywhere as a psychological trait. Children's museum is designed for limited age of 'children,' they learn more actively by playing at the museum with interactive display. In this paper, we analyze Movement of Based on the Psychological Characteristics of Children and Analysis of Preferred Experience of Children's Museum according to Piaget's cognitive development process. It is significant study to investigate user's needs space proposal by grasping user's mentality. After itinerary tracking, we found children's preferred and non-preferred experience displays and as a result, we divided children's Museums into three types, M museum is represented by preoperational period, called 'Go around play' type ; Y museum is represented by 'concrete operational period', called 'Smart road play' type ; and H museum is represented by 'formal operational period' called 'Open search play' type. The conclusions are children's cognitive development stages depending on the age discrimination that the development of play, and preferred plays are different by children cognitive development process. In order to take advantage of children playing in the children's museum by taking into account the developmental aspects will have to be designed. Efficient for viewing by age should be different on the basis. This study has shown that, when planning a children's museum, Planners should discriminate the movements of children and analysis of preferred experience of children's museum according to three museum types friendly to children's cognitive development process.

• International Journal of Internet, Broadcasting and Communication
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• v.10 no.3
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• pp.121-127
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• 2018

In this study, we propose a pseudo golf club which can sense user's swing motion and virtual golf simulation system using the pseudo golf club. The proposed system is a virtual golf simulation system of a complex play type in which a player can enjoy various types of golf play according to the user's taste by providing a play mode for hitting an actual golf ball and a play mode for swinging the pseudo golf club. This virtual golf play system calculates and displays the trajectory of a golf ball by a simulator just like playing a real golf, and suggests suitable swing motion, so it helps users to learn golf easily.

• English Language & Literature Teaching
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• v.15 no.4
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• pp.313-330
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• 2009

The purpose of this study is to investigate the metatheatricality of Harris' plays marked by the device of 'play-within-a-play' - Androcles and the Lion, Arkansaw Bear, and Punch and Judy. In his metatheatrical plays Harris shows that characters perform for themselves and others. The framework that inner performance is going on within the outer frame play is formed on the stage, and this device reminds the audience in the seats that they are representing reality but that they are only in the middle of performing on the stage. Based on this point of view, this study explores fictionality of character, and play. In Androcles and the Lion, the most-performed children's play in America, the metatheatrical elements are shown in the style of commedia dell'arte, which attacks the rigidity of characters' identity in the Roman society. Another well-known children's play, Arkansaw Bear consists of realistic frame play and fantastic inner play in the mind of a girl, both of which function as a mirror each other and help to sustain aesthetic distance to death and reality on the stage. In Punch and Judy, the structure of frame play and inner puppet play reminds that what's going on in the play is just a fictional play and reflects history of children's puppet show. Harris' unique metatheatricality, the heightened awareness of his own artistic medium, offers children educational opportunity to learn about how a play is performed on the stage and contributes to convey mature theme through children's imaginary participation in the process of playmaking on the stage.

• Korean Journal of Childcare and Education
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• v.15 no.4
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• pp.37-57
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• 2019

Objective: The purpose of this study was to examine the sequential mediating effects of self-esteem and positive peer play interaction between warmth parenting and the social competence of preschoolers. Methods: The 7th wave of the Panel Study on Korean Children(2014) was used to analyze 1,113 preschoolers. Sequential mediation effects were analyzed using SPSS Process Macro(Hayes, 2013). Results: Warmth parenting indirectly affected preschooler's social competence (cooperation, assertion, self-control) by yielding sequential mediation effects on self-esteem and peer play interaction. Namely, warmth parenting does not directly affect social competence but does have a significant effect on preschooler self-esteem, which positively affected peer play interaction. This path increases the social competence(cooperation, assertion, self-control) of preschool children. Conclusion/Implications: In order to increase the social competence (cooperation, assertion, self-control) of preschool children, it is important for the preschooler to consider themselves a worthy person and to learn positive interaction techniques through warmth parenting.

• Proceedings of the Korean Society of Broadcast Engineers Conference
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• 2009.01a
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• pp.834-837
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• 2009

Augmented Reality (AR) is a useful technology for various industrial systems. This paper suggests a new playground system which uses markerless AR technology. We developed a virtual playground system that can learn physics and kinematics from the physical play of people. The virtual playground is a space in which real scenes and CG are mixed. As for the CG objects, physics of the real world is used. This is realized by a physics engine. Therefore it is necessary to analyze information from cameras, so that CG reflects the real world. Various games options are possible using real world images and physics simulation in the virtual playground. We think that the system is effective for education. Because CG behaves according to physics simulation, users can learn physics and kinematics from the system. We think that the system can take its place in the field of education through entertainment.

• (The) Research of the performance art and culture
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• no.40
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• pp.163-192
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• 2020

Sinjungsin Mask Play, one of Ttangseolbeop, is related to Seongjusin's life story. Sinjungsin Mask Play is a reconstruction of the story of the folk gods Seongjusin met while returning home. Seongjusin's life story proceeds in the form of Mask Play, and the monk who leads the sermon plays narration and main roles. Many believers play various roles and musicians. Sinjungsin Mask Play introduces many folk beliefs, sounds for intrigue, and talks. Sinjungsin Mask Play uses the same method of enumeration and repetition as the existing Mask Play. The repetition of a sentence or phrase plays a role in foreseeing the meaning of the context or foretelling the development of the plot to the audience. This repetition is intended to emphasize the situation of the scene and to create rhythm. Since Mask Play was exclusively for the common people, Mask Play actors use the repeating method commonly used in folk songs to form lines. This gives the audience a familiarity, effectively communicating the lines and responding to their tastes. Sinjungsin Mask Play borrowed people's way of playing for the public's mission. It inherits the dramatic forms of traditional traditional plays such as repetition of words or sentences or phrases, codification of words or sentences, borrowing of existing songs, and formal expression units. In addition, through repeated performances, believers can easily and easily learn and understand. This is the dramatic form and characteristics of Sinjungsin Mask Play. Sinjungsin Mask Play was handed down from Faith Communities and was used as a means of folk cultivation to spread illegality. Buddhism externalizes the process of accepting folk beliefs through Mask Play, and in the case of Shinto who participated directly or indirectly, they naturally acquire the belief system of Hwaeom Kyung through play. Sinjungsin Mask Play, one of Ttangseolbeop, can be said to have great value as an ICH, as well as popularization and mission.