• Proceedings of the Korean Society of Computer Information Conference
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• 2015.07a
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• pp.37-38
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• 2015

본 논문에서는 XNA Framework 기반의 모바일 게임 History Adventure를 설계하고 구현한다. 이 모바일 게임은 영웅별 3개의 스테이지 구성되어 있으며 각 단계별로 각 나라를 대표를 하는 영웅들과 전쟁의 발발 원인에 대한 퀴즈 풀이를 진행한다. 이때 정답을 선택하면 HP를 공급하고 실패하면 정답을 알려줌으로써 게임과 학습을 함께 할 수 있다. 영웅들이 적을 격파하지 못하고 적선이 통과를 하게 된다면 HP(Hit Point)는 감소하고, 적선을 격퇴하면 난이도가 높은 스테이지로 이동한다. 게임중에 일정 점수를 획득하면 보너스 코인과 HP를 지급한다. 지급받은 코인 및 HP는 현재 스테이지를 수행하고 다음 스테이지로 이동해도 유효하다. 적의 보스를 처리할시 실제 전쟁의 결과를 알려주면서 다음 단계로 이동한다.

• Annual Conference on Human and Language Technology
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• 2015.10a
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• pp.46-49
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• 2015

본 논문에서는 가추적 추론에 기만한 질의응답 기술을 활용하여 O/X 퀴즈 질문에 대한 질의응답을 수행하는 기술에 대해서 소개한다. O/X 퀴즈를 기존의 질의응답 기술에 적용하기 위해서는 O/X 퀴즈 문장을 단답형 질문으로 재생성해야 한다. 질문재생성에서는 단답형 질문으로 변환하기 위해 특정 어휘(또는 개체나 구)를 <지시대명사>나 <지시관형사+명사>로 대체한다. 이때 대체된 어휘는 정답후보로 인식된다. 단답형질문과 정답후보의 쌍으로 구성된 정답가설은 근거검색과 유사도에 기반한 신뢰도 값 계산을 통해, O/X를 결정하게 된다. 실험을 통해, 신뢰도 임계값이 0.45일 때 정확률이 69.17%를 보였다.

• Proceedings of the Korean Information Science Society Conference
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• 2006.06b
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• pp.70-72
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• 2006

디지털 TV 방송의 시작과 함께 온갖 종류의 정보를 쌍방향으로 전달할 수 있는 데이터 방송이 가능해졌다. 그 중 연동형 데이터 방송은 방송 프로그램을 전송하면서 그 프로그램과 관련된 데이터를 같이 제공하는 서비스이다. 본 논문에서는 TV 방송을 보면서 퀴즈 자막을 내보내고, 리모콘을 통해 즉각적인 정답확인이 가능한 데이터 방송 애플리케이션 Xlet을 개발하였다. 더불어 자막으로 내보내지는 퀴즈의 내용 및 유형 등을 제어하는 퀴즈 자막 편집기를 구현하였다. 프로그램 PD는 퀴즈 자막 편집기를 통해 퀴즈의 유형과 내용, 글자의 크기와 색상, 자막이 나가는 시간등을 선택하고. 제어된 내용을 파일에 저장할 수 있다. 실제 TV상의 에뮬레이터나 PC상의 에뮬레이터에서 데이터 방송 마스터 프로그램을 실행시키면 방송이 시작된다. 이 때 편집기를 통해 만들어진 파일의 내용을 읽어와 PD가 지정한 내용과 시간에 퀴즈를 내보내게 된다. 이것을 보는 시청자는 리모콘으로 답을 입력하고 그 에 대한 정답 여부를 확인할 수 있도록 한다.

• Proceedings of the Korea Information Processing Society Conference
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• 2015.04a
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• pp.334-335
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• 2015

현대 사회에 들어서면서 지적 생활자의 수는 놀랄 만큼 늘어났으며, 상식은 보통 사람이 가져야 할 일반적인 지식으로이다. 공감적 인식이며 학문적 내지 전문적 지식 또는 판단에 대해서 일반 사람들의 공통되는 의견 및 판단이라 할 수 있다. 기업에서의 면접 시 일반상식 영역을 중요시하게 되었고 이로 인해 수많은 일반상식 서적 및 애플리케이션이 늘어나고 있다. 사회의 구성원이 일반적으로 공유하는 지식, 일상생활의 경험이라는 점에 착안하여 일반상식의 학습과 새로운 상식을 만들 수 있는 생산적인 상식 퀴즈 애플리케이션을 구현하였다.

• Journal of Korea Society of Digital Industry and Information Management
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• v.19 no.2
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• pp.1-10
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• 2023

Digital transformation is accelerating in all industries due to COVID-19 and rapidly developing ICT technology. In the field of education, teaching methods that combine various IT devices and software technologies are being applied. The education requires a future learning environment using EduTech such as digital learning tools. We perform a case study on the use of digital learning tools for effective class. In this study, digital learning tools were applied to an university class. The class was held in the second semester of 2022 at A university, with 67 students participating. In our case, QuizN, Mentimeter, and Google Forms were applied as digital learning tools. In order to evaluate our case, a survey was conducted using the Google Questionnaire. From the results of the survey evaluation, more than 85% of all survey questions answered that they were satisfied. From it, digital learning tools were shown to be effective in class operation.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2021.10a
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• pp.576-577
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• 2021

In this paper, we describe the learning and quiz app using the app inventor and conducted the related questionnaire. We developed a learning philosophy for preliminary early childhood teachers using the developed apps and taught them how to utilize them in early childhood education by explaining the apps and using the app inventor. Through questionnaires, we confirmed the learning effect and the willingness to use in early childhood education. Through this study, I hope to improve the ability of early childhood teacher learning and to utilize the coding in early childhood education with the app developed as the app inventor.

• Journal of Korean Home Economics Education Association
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• v.30 no.2
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• pp.137-147
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• 2018

The purpose of this study was to develop and examine the effects of flipped learning in ancient Mesopotamian costume history. The flipped learning class was designed to three steps(pre-class, in-class, after-class). Pre-class: Students learned the socio-cultural background of Mesopotamia by watching videos online and Mesopotamian costume with PPT. In-class: Students were evaluated for their prior learning through the quiz. After the quiz, the instructor had a supplementary mini-lecture. Then the advanced learning was progressed with the team project(Mesopotamian costume analysis) by online Louvre Museum. Students made a team presentation and the instructor provided feedback. After-class: The effectiveness of flipped learning was measured based on the students' self-reflective journals and class awareness surveys. As the results, students actively participated in flipped learning and the class was rated appropriate. Students were satisfied with the overall quality of the flipped learning class. The Effect of Flip Learning Classes in reflective journals were shown as 'related flipped learning style,' 'related online Louvre museum project,' 'understanding of cooperative learning,' and 'contents of the class'. In conclusion, the flipped learning applied to Mesopotamian costume history was positive as a learner-centered education.

• Journal of The Korean Association For Science Education
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• v.34 no.3
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• pp.273-283
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• 2014

The purpose of this study was to examine the potential of the use of the Classroom Response System (CRS), a kind of new ICT medium, in a quiz problem-solving oriented high school life science class. To find the usefulness of CRS as a teaching and learning strategy, the CRS group (n=34) sent prompt individual answers to the teachers' questions using the CRS terminal (Clicker), and the teacher then asked additional reasons of the individuals and gave personalized feedback. In the control group (n=35), the CRS was not used while the teacher asked overall questions and gave feedback in an undifferentiated way. As a result, the CRS increased students' interest and concentration during class, but there were no significant differences in study achievement between the two groups. However, there were significant differences between the medium-level groups when the two groups were divided into smaller ones based on their pre-scores. We suggest that, for effective use of the CRS for diagnostic and formative assessment, teachers should develop a teaching and learning strategy that can produce appropriate questions of various levels in advance, investigate the exact reasons for students' answers, and give customized feedback by individual as much as possible.

• Journal of Korean Home Economics Education Association
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• v.30 no.4
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• pp.127-139
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• 2018

The purpose of this study was to develop and examine the effect of flipped learning in hand sewing practice. The flipped learning class was designed to three steps(pre-class, in-class, after-class). Pre-class: Students learned kinds of hand sewing by watching video and ppt. In-class: Students were evaluated for their prior learning through the quiz. After the quiz, instructor had a brief hand sewing demonstration. Then basic hand sewing practice was progressed. After that advanced project(making things using more than 3 kinds of hand sewing methods) was progressed. After-class: Students were evaluated each other through project exhibition. The effectiveness of flipped learning was measured based on the students' self-reflective journals and class awareness surveys. As the results, students were actively participated in flipped learning and satisfied with the overall quality of the flipped learning class. They said that videos, project & feedback were helpful in understanding hand sewing. Flipped learning applied to hand sewing practice showed more positive learning effect than the general practice class.

• Journal of agricultural medicine and community health
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• v.25 no.2
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• pp.379-395
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• 2000

This questionnaire survey was conducted to evaluate the impact of health newsletter and related factors in the rural area. The Subjects were 354 individuals of 45 years of age and over, living in Chonnam province. The results of this study were as follows: The 225 surveyed persons (64%) recognized the health newsletter, and 196 persons (55%) read it least once and more. Newsletter-recogniton related factors were sex and age. Newsletter-reading related factors were chronic disease and sex. And Newsletter-reading pattern was determined by age and education level. 147 persons(75.8%) reported that they had got the important health information from newletter, and 76 persons(39.8%) reported the behavior change. The quiz scores of hypertension and health care in summer were higher in the persons of newsletter-recognition than in persons of non-recognition. The quiz score of hypertension was not higher in newsletter reader than non-reader, but that of health care in summer was higher in newsletter reader than in non-reader.