• The Journal of the Korea institute of electronic communication sciences
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• v.8 no.4
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• pp.619-629
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• 2013

This study was conducted to compare the effect improving balance abilities of 3 balance training programs by randomized intervention trial. Study subjects were 29 female students recruited from a university in Gwanju, who allocated randomly to 3 intervention groups, aqua group(modified Halliwick 10 point program, N=10), visual bio-feedback balance training group(N=10), and balance-pad plus trampolin group(N=9). As the results of repeated musure ANOVA, Wilcoxon signed rank test, major research findings were as follows; 1. Regarding SI or BIEMG measured at upright posture on hard platform, bio-feedback group under the condition with opening both eye and aqua group under the condition with closing both eye showed signigicant improvement in balance ability, respectively. 2. Regarding SI or BIEMG measured at upright posture on soft platform, bio-feedback group under the condition with opening both eye and aqua group under the condition with closing both eye showed signigicant improvement in balance ability, respectively. 3. Regarding all 3 sensory ratios, bio-feedback group showed significantly higher increasement in them than other 2 groups. The results suggested that visual bio-feedback training program improve the all 3 sensory functions required for balancing, and aqua training modified from Halliwick 10 point program contribute to improve vestibular function principally.

• Korean Journal of School Psychology
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• v.16 no.2
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• pp.207-230
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• 2019

This study examined the effect of Attention Feedback Awareness and Control Training(A-FACT) on attention bias and generalized anxiety symptoms in college students. A total of 31 college students with at least 10 points on the Generalized Anxiety Disorder 7-item (GAD-7) scale or at least 56 points on the Korean version of the Penn State Worry Questionnaire (K-PSWQ) with attention bias were randomly assigned to one of three groups: A-FACT( n = 11), Attention Bias Modification (ABM)(n = 10) and Active Placebo Control (APC)(n = 10). Participants in A-FACT group received real-time feedback on attention bias based on their Baseline Neutral Response time(BNR) during A-FACT using a dot probe task. Participants in the ABM group received standard ABM, and those in the APC performed a dot probe task that they were informed was a program to reduce attention bias, but feedback was not provided. A total of eight sessions was conducted twice a week over a 4-week period. After every two sessions, GAD-7, K-PSWQ and K-STAI were rated. The effect of attention bias modification training was rated by changes in the Attention Bias Score(ABS), and in GAD-7, K-PSWQ and K-STAI scores. The results of repeated measure ANOVA indicated that the A-FACT group showed a significant decrease in ABS as well as in GAD-7, K-PSWQ and K-STAI scores compared to the other groups. Current results suggest that self-regulatory control of attention, that is, recognition of bias through feedback in A-FACT, may be effective in alleviating attention bias and generalized anxiety symptoms by recognizing bias through feedback on bias in attention bias modification training.

• Journal of Gifted/Talented Education
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• v.21 no.4
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• pp.907-925
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• 2011

This study is a report about the two summer camps of 2009 and 2010, which were held by some gifted classes of Liberal Arts areas in Chungnam Province. The students' self- directed methods, making an own project topic and an outline plan for that by students themselves before the camp, raised up the students' satisfaction of the camp effectively. Staying with their peer students and teachers for 3 days gave the gifted students a chance for relationship, self-confidence, and self-sufficiency. These joint summer camps provided the students with cognitive development, motivations and a chance to meet other gifted students. Teachers' preparation for the camp, their concrete feedback to each student's project, and students' time spending on one's own camp project were correlated with the students' satisfaction of the camp program. Experience of teacher training in gifted education made significant differences in understanding gifted students and expectations of students' social and emotional development throughout and after the camp.

• School Mathematics
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• v.19 no.1
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• pp.19-41
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• 2017

The purpose of this article was to a) identify how preservice teachers conceive feedbacks and subsequent classroom discourses, and b) compare them with those in reform-oriented mathematics classroom video for mathematics teachers' professional development about classroom discourse. This article analyzes feedback patterns and subsequent classroom discourses in preservice teachers' imaginary classroom scripts (lesson plays) and compares them with those in the reform-oriented classroom video dealing with the same teaching situation. Most of the preservice teachers' feedbacks focused the evaluation of students' responses and transmission of meaning (univocal function), whereas the teacher's feedback in the reform-oriented classroom allowed the whole class to validate or challenge the answers, thereby facilitating students' generation of meaning (dialogic function). The comparison analysis between the univocal discourse in a preservice teacher's lesson play and the dialogical discourse in the reform-oriented classroom video shows that teacher feedback serves as an important indicator for the main function of classroom discourse and the levels of students' cognitive participation, and also as a variable that determines and changes them. This case study suggests that to improve the quality of classroom discourse, preservice and in-service teachers need experience of perceiving the variety of feedback patterns available in specific teaching contexts and exploring ways to balance the univocal and dialogical functioning in their feedback move during the teacher training courses.

• Korean Medical Education Review
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• v.16 no.1
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• pp.42-49
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• 2014

The purposes of this study were to identify and analyze students' attitudes and satisfaction to the portfolio process and assessment for the Introduction to Clinical Medicine course at Ewha Womans University School of Medicine in Seoul, Korea. The subjects consisted of 64 medical school students. Questionnaires consisting of 20 5-point Likert-type items were developed, including three question domains: 1) orientation, 2) portfolios in general, 3) individualized feedback. The mean and median were found and frequency analysis was performed to identify the common characteristics of the participants. A major finding was that 54.7% of the respondents felt that the self-reflection involved in building the portfolio was a valuable learning experience. Plus, the majority of respondents perceived that the individualized feedback had a positive tone and its contents were specific, practical, and constructive. The students perceived that building and writing portfolios heightened their understanding of exit learning outcomes and enhanced their reflective thinking and self-directed learning skills. Meanwhile, some students perceived that there was too much paperwork in the portfolio process and that the process was time consuming. Furthermore, 32.8% of the respondents said that they had difficulty establishing their learning strategies by themselves and self-directing their learning during the portfolio process. In conclusion, it is expected that building a portfolio can help students not only to enhance their ability to accumulate and use their personal learning resources but also to develop the professional qualities required by doctors, such as self-directed learning, self-reflection, lifelong learning, team work, organizational skills, time management and prioritization, and professional thinking and behavior.

• KIPS Transactions on Software and Data Engineering
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• v.8 no.8
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• pp.317-322
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• 2019

Programming judge systems for programming training support are typically built on the Web, where the examiners uploads a programming problem, which the student reads and submits an answer to the problem. The judge system executes the submitted answer of source code to provide feedback such as pass, failure, and error messages. Students who receive the feedback except for the pass continues debugging the source code until they are judged to pass. We developed an online judge system to support programming training and analyzed answers submitted by the students and found that many of the students who were not judged to pass that test did not know exactly where they were wrong but continued to solve the problem. The current judge system generally feeds runtime error messages back to students. However, with only runtime error message, it is difficult for student who train to find the wrong part of the answer. Therefore, in this paper, we propose a system that provides the feedback of programming failure by analyzing the control flow of the test cases used in the source code submitted by the student. The proposed system helps students find the wrong parts more quickly by feeding back the paths where faults in the control flow may exist. In addition, we show that this system is applicable to the answer source code that the actual student submitted.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.3
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• pp.71-81
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• 2019

To extend the potential benefits of error, the current study examined factors that affect students' error perception in the classroom. An experimental design was used to measure relations of classroom goal structure, feedback, and social relationships on students' perception of error. A total of 316 fourth-, fifth-, and sixth-grade elementary students participated as part of their regular class curriculum. Self-reported questionnaires were administered to measure students' perception of errors and relationships with teacher and peers, and then students were manipulated by classroom goal structure and feedback. Multiple regression analysis results suggested that students' perception of learning from error was affected mostly by relationships with peers, followed by relationships with teacher and the type of feedback. Students' perception of risk taking for error was also affected by relationships with peers and teacher, followed by the classroom goal structure. However, classroom goal structure and feedback did not affect their perception of thinking about error to improve their learning as well as error strain. These results imply how the classroom climate should be structured to improve perception of errors to improve student's learning.

• Journal of Korean Elementary Science Education
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• v.29 no.2
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• pp.207-218
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• 2010

The revised curriculum in 2007 adds an open inquiry approach to increase students' creativity and interest in science. Because it is the first time for elementary students to perform the open inquiry due to the national curriculum, it is essential that teachers give students' successful experiences in order to build a positive impression about inquiry activity. The purpose of this research is to develop and apply the open inquiry program. The research findings are as follows: First, we analyzed the students' traits of open inquiry ability during the program. The third and fourth grade students showed weakness in operating and inquiring abilities. They also feared failure and were unable to concentrate in classes which were based on explanation or discussion. When students had unexpected results, however, their inquiring abilities and creativeness increased considerably. Additionally there were some students who were stressed during the science-inquiry activity, due to no interest in science and an inability to think scientifically. Second, we developed an open inquiry program for elementary students. The program was modified, reflected upon the students' traits during open inquiry in class. Through repeated feedback like this, we completed the program. Third, for those who studied in the lessons there was a meaningful change in students' science inquiry abilities and abilities to perform 'formulating a hypothesis' and 'the control of variables'. These students' level of self-inquiry performance improved steadily. Moreover, they obtained a strong attachment to their inquiry and understood the method of quantitative experiments.

• Journal of Fashion Business
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• v.24 no.6
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• pp.135-147
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• 2020

This study explored students' online fashion studio class experiences, and investigated the factors affecting their class satisfaction. An online survey of college students who were enrolled in online studio classes within apparel and fashion-related departments during the spring of 2020 was conducted in June 2020. Responses from a total of 213 participants were included in the final data. Respondents rated lecture clips as the most useful, followed by teacher demonstration and feedback, PowerPoint (PPT) supplements, and Q&As. Frequently mentioned areas of improvement were online platform stability and video quality. Many respondents also stated that more streamlined teacher-student communication channels, immediate and meticulous teacher feedback, the adoption of course contents developed specifically for an online environment, and provisions for equipment usage would be desirable. Student satisfaction of an online fashion design studio class was significantly affected by teaching presence, social presence, online learning system stability, perceived usefulness of teacher's demonstration, and affective response toward COVID-19. Students satisfaction of an online garment construction studio class was significantly affected by teaching and social presence, online learning system stability, and perceived usefulness of teacher's demonstration. Based on these findings, we recommend developing teaching contents and methods that allow students to feel included in class and establish an online system with various functions to enhance the sense of social connection that can enable two-way communication.

• Educational Technology International
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• v.25 no.1
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• pp.1-25
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• 2024

This study aims to analyze the impact of learners' usability perceptions of topic modeling-based visual feedback and generative AI interpretation on reflection levels in online discussions. To achieve this, we asked 17 students in the Department of Korean language education to conduct an online discussion. Text data generated from online discussions were analyzed using LDA topic modeling to extract five clusters of related words, or topics. These topics were then visualized in a network format, and interpretive feedback was constructed through generative AI. The feedback was presented on a website and rated highly for usability, with learners valuing its information usefulness. Furthermore, an analysis using the non-parametric Mann-Whitney U test based on levels of usability perception revealed that the group with higher perceived usability demonstrated higher levels of reflection. This suggests that well-designed and user-friendly visual feedback can significantly promote deeper reflection and engagement in online discussions. The integration of topic modeling and generative AI can enhance visual feedback in online discussions, reinforcing the efficacy of such feedback in learning. The research highlights the educational significance of these design strategies and clears a path for innovation.