Earticle

이 연구는 Knezek, Christensen, Hancock 그리고 Shoho(2000)과 Rogers(2000) 외 컴퓨터 테크놀로지 적용의 장애요소 연구들을 토대로 교사, 학생 그리고 교육환경의 차원에서 학생들의 학업성취도에 영향을 미치는 컴퓨터 테크놀로지의 교실적용의 종합모형을 논의하였다. 이 모형은 Knezek(2000)연구를 통해 교사와 학생들의 컴퓨터 테크놀로지에 대한 의지, 기능, 그리고 활용시간 등의 세 가지 중심요소들을 학생들의 학업성취에 영향을 미치는 중요한 변인으로 삼았다. 또한 이 모형은 Rogers(2000) 등의 연구들을 통해 컴퓨터 테크놀로지의 교실적용에 장애요소들을 교사와 학생과 관련된 환경변인의 차원에서 종합적으로 고려하였다. 끝으로, 이 모형은 교사와 학생의 컴퓨터 테크놀로지 적용수준을 자기평가 방법을 통해 몇 가지 단계로 평가될 수 있으며, 이들 수준과 학업성취도와 관련성을 강조하였다.

Accountability for computer technology expenditures is a hot issue at the national educational level. Justification for this expenditures is being question by many people, as well as the effects of technology have a positive impact on student achievement. Despite the availability of technology, individual classroom teachers tend to avoid the use of computer-based technologies(Rogers, 2000). Knezek, Christensen, Hancock, and Shoho (2000) tried to find out if technology investment can contribute to student achievement using a model for integrating technology into the classroom. The model contains three indicators of teacher attributes in the areas of will, skill, and technology. Two teacher self-report measures of technology integration are used as outcome measures for the level of technology infusion into the classroom. The model was started from the hypothesis for technology integration to have a positive impact on student achievement. In the model Knezek, et al.(2000) focused on only the teacher without thinking of the relation of student and learning environment for technology integration into the classroom. According to Rogers(2000), Krysa(1998), Duttweiler(1983), and Maddux(1998), there are many barriers from external and internal sources to technology adoption. Then Knezek et al(2000) do not consider these obstacle's elements to integrate technology into the classroom. The purpose of this article is to examine a synthesized model for integrating technology into the classroom through previous research from Knezek et al.(2000) and Rogers(2000). The model started from the research of Knezek et al. (2000) has formulated a model with three key elements to be necessary components for effective integration of technology into the teaching/learning environment of the classroom. The model also is based on research studies on barriers to technology adoption(Rogers, 2000; Krysa, 1998; Duttweiler, 1983; Maddux, 1998). There are four characteristics in the new model. First, the model is presented along with considering that not only the teacher, but also the student and educational environment of a computer technology classroom can contribute to student achievement. Second, the model includes three basic elements of relation with integration of technology: teacher and student attitude(will), skills of technology competency, and access hours to technology. Third, the model can be a way to overcome the barriers of computer technology into the classroom. Finally, the model also showed the assessment possibility of stages of adoption of computer technology into the classroom. However, the model has to be warranted further testing in additional studies. One important aspect contentiously identified is the predictability of student achievement based on the level of technology integration. Other important aspects to be tested are the predictability of classroom technology integration based on teacher and student measures of will, skill, and access to technology. The other important aspect is how to measure five key elements of technology in the learning environment: social and political views, technical support, education, budget, and quality/quantity of hardware and software. The three components operating as equal integral parts will result in a better overall student achievement.

본 연구에서는 아동발달의 변화성과 다양성을 고려하여 시간의 경과에 따라 학령기 아동의 게임 사용시간의 변화궤적을 유형화하고, 각 유형에 영향을 미치는 예측요인을 다차원적으로 검증하였다. 이를 위해 한국아동·청소년패널조사의 초1패널의 2차년도에서 6차년도까지의 자료를 활용하였으며, 본 연구의 최종 분석대상자는 총 1959명이다. 분석방법으로는 학령기 아동의 게임 사용시간 변화궤적 유형화를 위해서 잠재계층성장분석을 실시하였으며, 이후 다중로지스틱 회귀분석을 통해 유의미한 예측요인을 검증하였다. 분석결과, 학령기 아동의 게임 사용시간 변화궤적은 ‘게임 저사용 증가집단’, ‘게임 초기 고사용-변동 집단’, ‘게임 고사용 증가집단’으로 분류되었으며, 성별, 공격성, 주의집중, 방과후 보호자 부재, 주양육자의 교육수준, 형제자매, 방임, 가구소득, 연간 가족여행 횟수, 학교성적, 또래관계가 각 유형의 분류에 유의미한 영향을 미치는 예측변인으로 나타났다. 이러한 연구결과들을 바탕으로 학령기 초기 아동의 게임 과다사용에 대한 예방적 개입의 필요성을 강조하고 유용한 실천적 제언을 하였다.

This study aimed to explore the trajectories of computer game use of school age children and to identify the related predictors. The data for this study used Korean Children and Youth Panel data covering from the second year to the sixth year of elementary school. A total of 1,959 participants were analyzed. Latent class growth model was employed to explore the trajectories of computer game use and multinomial logistic regression was conducted to identify the significant predictors. Main results indicated that three types of trajectories were identified: low game using group, high initial using-fluctuating group, and high increasing game using group. Each group was found to be associated deferentially with sex, aggression, attention deficit, main caregiver’s education, siblings, parent absence after-school, neglecting, family income, family trip, school grades, and peer relationship. Based on these findings, this study emphasized the importance of predictive intervention for the game user among early school age children and suggested useful practical strategies.

본 연구에서는 동양미래대학 컴퓨터정보공학과의 캡스톤디자인 관련 교과목을 소개하고, 2015년 1년 동안의 운영 사례를 통하여 컴퓨터공학 분야의 캡스톤디자인 모델을 제안한다. 2015학년도 1학기와 2학기에 각각 운영된 ‘시스템분석설계’와 ‘졸업작품(종합설계)’에 대한 운영 사례에서 수업 일정과 내용 등을 제시하고, 컴퓨터공학 분야에서 창의적 문제해결 능력을 갖춘 현장실무형 인재양성을 위한 캡스톤디자인의 성공적인 운영을 위해 캡스톤디자인 모델의 수행 단계를 교과목계획, 프로젝트계획, 개발·구현, 결과보고, 학생 및 교과목평가, 교과목환류의 6단계로 제안하며, 각 단계에서의 주요 사항을 제시한다. 본 연구의 캡스톤디자인 모델의 특징은 거시적인 관점에서 ‘교과목계획’과 ‘교과목환류’와 같은 사전·사후 단계의 필요성과 중요성을 제시하며, 소프트웨어공학 요소인 프로토타입과 형상관리 등을 활용한다는 점이다.

In this paper, we describe capstone-related courses in the Computer information department of Dongyang-Mirae University and propose a capstone design model for computer engineering discipline based on operating experiences during the last year. Class schedules and contents, etc are presented from the case studies of two courses on system analysis and design and graduation work(capstone design) opened in 2015. Towards the successful operation of capstone design targeted to training practical and talented professionals with creative problem-solving skills, we propose six execution steps along with principal activities and outputs: Course plan, Project plan, Development, Reporting, Evaluation of students and coursework, and Course feedback. The capstone design model of this study is characterized by presenting the necessity and importance of pre and post steps such as 'Course Plan' and 'Course reflux' from a macroscopic view and by applying software engineering techniques such as prototyping, configuration managements, etc to it.

본 연구는 현재 방과후학교 교육이 가진 당면한 문제 중에서 가장 실체가 되어야 하는 교사 육성 문제에 초점을 둔다. 이에 방과후학교 교사 및 학생들을 중심으로 요구를 분석하고 방과후학교의 보다 효율적이고 발전적인 운영을 위하여 체계적인 교사교육모형 개발을 목적으로 수행한다. 우선, 방과후학교 교사 및 학생의 인식을 알아보기 위하여 참여도가 가장 높은 과목인 컴퓨터교육을 선택하였으며 방과후학교 컴퓨터교사 97명, 참여 학생 89명을 대상으로 설문조사를 실시하였다. 조사결과 첫째, 방과후학교 컴퓨터교육의 실태는 비 체계화된 교과운영 형태로 진행되어 과목 편중이 나타났고 이에 체계적인 교육과정과 수업설계 및 각 단계에 맞는 교사 스킬이 요구되었다. 둘째, 방과후학교 교육 참여 학생 실태 결과로 학습이해도 및 참여호응도는 다소 높은 것으로 확인된 반면 학습기여도 면에서는 응용성이 다소 결여되는 것으로 나타났다. 위 두 연구 결과, 공통적 요구로서 방과후학교 교사의 차별화된 교육이나 연수가 필요한가에 대한 여부는 89.2%로 상당수 필요하다고 인식하였으며 필요 이유에 대한 응답은 교사와 학생 간 차이를 보였다. 다음으로 위 요구를 바탕으로 세분화된 교사교육과정 설계를 위하여 DACUM방법을 이용하였는데 먼저, 직무수행 내용전문가(SME)에 의한 인터뷰, 그룹회의를 통하여 세분화된 과업(duty)과 작업(tast)을 도출하고 각 난이도, 중요도, 수행 빈도 및 교육 필요도를 분석하였다. 이 결과 최종적으로 과업별 KSA(지식, 기술, 태도)를 도출하여 방과후학교 교사의 특성상 원거리 지역 근무자에게 적합한 형태로 e-러닝 방과후학교 교사 교육모형(e-ASTE)을 제시하였다.

This study is focused on the nurturing of school teachers which should be the truest nature of the issues confronting the current After-School Program. Accordingly, focusing on analyzing the request of After-School Program teachers and students, the study is to be conducted to develop a systematic Teacher Education Model for a more efficient and constructive operation of After-School Program. First of all, to examine the awareness of After-school Program teachers and students, the computer education subject with the highest participation was selected, and a survey of 97 After-school computer teachers and 89 students was conducted. The results were as follows: First, in theactual states in After-school computer education, subjects were operated unsystematically and subject bias was shown. Accordingly, a systematic curriculum and instruction design and teachers’ skills according to each stage were needed. Second, the results of analyzing of the actual conditions of the students who participated in After-school education confirmed that the learners’ understanding and participation level were more or less high, while they lacked application a little. The results of the above two surveys showed that for the question of whether or not trainings for the After-school teachers as a common request are needed, a number of respondents(88.2%) recognized them as necessary, and the response to the reason for the necessity of them showed difference between teachers and students. Next, for the design of subdivided courses for Teacher Education based on the above requests, the method of DACUM was used as follows: An interview was held by a subject material expert (SME) for job performance, subdivided duties and tasks through group meetings were drawn and each difficulty, importance, frequency of performing and education need was analyzed. Finally, after drawing KSA (knowledge, skills, attitude) based on task, in the form suitable for long distance workers due to the nature of After-school Program teachers, e-Learning After- school Teacher Education (e-ASTE) was suggested.

7차교육과정에서의 초등 컴퓨터교육은 재량활동시간 또는 특별활동시간에 단순한 응용프로 그램(워드프로세서, 엑셀, 파워포인트 등)을 활용하거나 인터넷을 이용한 정보검색 수준이다. 따라서, 문제해결 능력이나 논리적 사고력을 향상시키는데는 미흡하다. 인지능력이 뛰어난 초등학교 5, 6학년에는 이러한 컴퓨터 활용방법 교육보다 컴퓨터 기초원리 또는 프로그래밍 교육이 필요하다. 본 논문은 프로그래밍교육을 재량․특별활동 시간에 학년별(5, 6학년) 또는 통합학년으로 학습할 수 있게 프로그래밍교육과정 60차시 분을 개발하여 제안하였다. 개발한 교육과정은 교수 및․학습자의 요구사항을 최대한 반영하기 위해 설문조사 등을 통해 얻은 기초자료를 참조하였다. 제안한 교육과정이 초등학교 5, 6학년에 적합하고 우수한지를 검토하기 위해 일부 차시의 교육과정으로 5, 6학년을 대상으로 재량활동시간에 직접 교수․ 학습한 후 자기평가, 설문조 사를 실시하였다. 결과로 제안한 교육과정이 적합성과 우수성이 있다고 판단되었다.

컴퓨팅 기술을 다양한 분야와 융합하여 새로운 가치를 만들어내고자 하는 노력이 현대 사회에서 강조되고 있다. 이제 소프트웨어를 설계하고 제작하는 능력을 포함한 컴퓨터 소양 교육은 전공분야와 상관없이 누구에게나 이뤄져야 하는 사회 보편적인 교육으로 자리 잡고 있다. 많은 대학들이 컴퓨터 비전공 학생들을 포함하여 컴퓨팅 기술을 활용한 문제 해결력을 향상시키기 위해 소프트웨어 교육을 필수 이수하도록 시도하고 있다. 하지만, 아직은 컴퓨터 전공 학생들을 위한 프로그래밍 교육 관점에서의 소프트웨어 교육을 실시하다 보니 프로그래밍 언어 문법을 학습하는 과정에서 많은 어려움을 호소하고 있다. 이러한 문제를 해결하기 위하여, 본 논문에서는 기존의 소프트웨어 교육 모델 연구결과를 분석한 뒤, 컴퓨터 비전공자를 위한 파이썬 기반 소프트웨어 교육 모델을 제안한다. 이를 위해, 파이썬 기반 소프트웨어 교육 모델을 위한 학습 절차와 교수 전략 및 한 학기 분량의 커리큘럼을 제안하였으며, 교양 수업에 적용하여 유의미한 결과를 도출하였다. 제안하는 소프트웨어 교육 모델을 적용한 강의가 진행한다면 학생들에게 흥미와 관심을 유도하면서 컴퓨팅 사고력과 문제 해결력을 향상시킬 수 있을 것이다.

Modern society has evolved to such an extent that computing technology has become an integral part of various fields, creating new and superior value to society. Education on computer literacy, including the ability to design and build software, is now becoming a universal education that must be acquired by everyone, regardless of the field of study. Many universities are imparting software education to students to improve their problem-solving ability, including to students who are not majoring in computers. However, software education contains courses that are meant for computer majors and many students encounter difficulty in learning the grammar of programming language. To solve this problem, this paper analyzes the research outcomes of the existing software education model and proposes a Python-based software education model for students who are not majoring in computer science. Along with a Python-based software education model, this paper proposed a curriculum that can be applied during one semester, including learning procedures, and teaching strategies. This curriculum was applied to a liberal arts class and a meaningful result was derived. If the proposed software education model is applied, the students will be interested in the computer literacy class and improve their computational thinking and problem-solving ability.

21세기 지식 정보 사회에 컴퓨터 교육이 매우 중요하다. 컴퓨터 교육에서 컴퓨터 프로그래밍 교육이 매우 중요하다. 컴퓨터 프로그래밍 교육에는 교수 학습 모델이 거의 없다. 본 연구에서는 학생들이 자기조절 학습을 할 수 있는 자기 조절 학습 모형을 개발한다. 본 연구에서는 자기 조절 학습 요소, 자기 조절 학습 단계와 자기 조절 학습 모형을 제안한다. 자기조절 학습 요소는 과제 수준, 일반화, 효율화이다. 자기조절 학습 단계는 문제이해, 설계, 코딩, 시험, 유지보수이다. 자기조절 학습 모델은 복사하기, 변형하기, 창조하기, 도전하기이다. 본 연구의 결과는 다음과 같다. 학습 요소들과 성취도간의 상관관계 분석은 효율화와 일반화가 과제 수준보다 더 높았다. 학습 단계에는 문제 이해와 설계 단계가 다른 단계보다 더 높았다. 학습 모형에서는 변형하기, 창조하기, 도전하기가 구현하기보다 상관관계가 더 높았다.

Information and knowledge society in the 21st century computer education is very important. Computer programming education in computer education is very important. There are very few teaching and learning model of computer programming education. In this paper, we develop a self-regulated learning model for students to be self-regulated learning. In this study, we propose self-regulated learning elements, a self-regulated learning steps and self-regulated learning modele. Self-regulated learning elements are task level, generalized level, and efficiency level. Self-regulated learning phases are problem understanding, design, and coding, testing, and maintenance. Self-regulated learning models are to copy, to modify, create, and to challenge. The results of this study are as follows. At Correlations between learning elements and achievement, generalized level, and efficiency level are higher than the task level. At Correlations between learning and achievement, Understanding and design stages are higher than the other stages. At Correlations between learning model and achievement, to transform, to create, and to challenge are higher than to copy.

연구목적: 2022년 산업재해 현황 부가통계에서 건설업 사망사고자 현황을 보면 건설업 전체 사망사고자 의 27.8%가 건설장비로 인해 발생하고 있다. 현장 대형화, 고층화 등으로 발생하는 순회 및 점검의 한계를 극복하기 위해 컴퓨터 비전 기술을 활용해 건설장비를 추출할 수 있는 모델을 구축하고 해당 모델의 정확 도 및 현장 적용성에 대해 분석하고자 한다. 연구방법: 본 연구에서는 건설장비 중 굴착기, 덤프트럭, 이동 식 크레인의 이미지 데이터를 딥러닝 학습시킨 뒤 학습 결과를 평가 및 분석하고 건설현장에 적용하여 분 석한다. 연구결과: ‘A’ 현장에서는 굴착기 및 덤프트럭의 객체를 추출하였으며, 평균 추출 정확도는 굴착 기 81.42%, 덤프트럭 78.23%를 나타냈다. ‘B’ 현장의 이동식 크레인은 78.14%의 평균 정확도를 보여줬다. 결론: 현장 안전관리의 효율성이 증가할 수 있고, 재해발생 위험요인을 최소화 할 수 있을것이라 본다. 또 한, 본 연구를 기반으로 건설현장에 스마트 건설기술 도입에 관한 기초적인 자료로 활용이 가능하다.

Purpose: Looking at the status of fatal accidents in the construction industry in the 2022 Industrial Accident Status Supplementary Statistics, 27.8% of all fatal accidents in the construction industry are caused by construction equipment. In order to overcome the limitations of tours and inspections caused by the enlargement of sites and high-rise buildings, we plan to build a model that can extract construction equipment using computer vision technology and analyze the model's accuracy and field applicability. Method: In this study, deep learning is used to learn image data from excavators, dump trucks, and mobile cranes among construction equipment, and then the learning results are evaluated and analyzed and applied to construction sites. Result: At site ‘A’, objects of excavators and dump trucks were extracted, and the average extraction accuracy was 81.42% for excavators and 78.23% for dump trucks. The mobile crane at site ‘B’ showed an average accuracy of 78.14%. Conclusion: It is believed that the efficiency of on-site safety management can be increased and the risk factors for disaster occurrence can be minimized. In addition, based on this study, it can be used as basic data on the introduction of smart construction technology at construction sites.

학습자가 학습을 시작하기 전 혹은 학습을 진행하는 동안 전문가의 정신모형을 제시하는 모형 중심 교수는 비전문 학습자의 문제해결 과정에 도움을 줄뿐만 아니라 학습의 과정을 용이하게 할 수 있다. 또한 협동 학습 전략은 모형 중심 교수 이론을 적용하는 인지 도제 학습 모형의 여섯 단계 동안 비전문 학습자의 정신 모형을 정교하게 하고 반추하도록 하는데 큰 역할을 할 수 있다. 본 연구는 ‘컴퓨터교육’교과를 수강하는 교육대학교의 예비교사들의 교수설계 과정을 학습하는데 있어서 모형 중심 교수와 협동학습의 효과를 탐구 하여 그 결과를 제시하였다.

Model-centered instruction which presents expert mental model before or during learning can facilitate and help novice learners' problem solving process. During six phases of cognitive apprenticeship model which is a method for applying model centered instruction theory, collaborative learning strategy can maximize articulation and reflection of novice learners. This article presents results of a study that investigated the effects of model-centered instruction and collaborative learning on the learning ofinstructional design process for pre-service teachers attending a computer education class at an education university.

컴퓨터 교육은 실생활의 문제해결을 추구하면서도 문제해결의 필요에 의해 기능을 활용하기보다 유명한 회사의 응용프로그램의 기능적 요구에 의해 단순히 따라하면서 기능을 습득하도록 하는 행동주의적 방향으로 이루어지고 있다. 이에 본 연구는 좀 더 효과적으로 컴퓨터 소양교육을 하면서도 실제 생활과 괴리되지 않는 컴퓨터 교수-학습 모형을 개발하는데 그 목적을 둔다. 구성주의의 관점에서 학습자의 활동을 중시하고 자기 점검적 초인지를 이용하여 각 수업의 단계에 성찰을 구조화 하며, 보다 효과적으로 기능을 습득하고 활용할 수 있도록 하기 위한 문제 중심의 성찰적 협력학습 방법을 강구하여 모형을 개발하였다. 이를 실제 기능교육에 적용해 본 결과 본 모형을 적용한 집단이 그렇지 않은 집단에 비해 기능 학습의 성취도가 높았고, 상위집단, 중간집단, 하위집단의 성취 결과를 분석한 결과 상위 집단에 더 효과적임을 확인하였다.

The trend of the computer education is shifting from problem-solving in the real world and using functions for it to behavioristic perspectives which encourage people to acquire the functions simply according to the applying programs of well-known companies. Thus, this research studies the computer instructional model which emphasizes the basic computer education and connections to the real world at the same time. In the constructivistic perspectives, this model emphasizes the learners activities, their using of meta-cognitive strategies to reflect their level of the lesson and collaborative-reflective learning of problem-solving. The research applied in the real computer skill education and according to the result of the research, I could find the experimental group got high level of learning achievement and this benefits to the high level group rather than low and middle group.

코이카(KOICA)에서는 2017년에 혁신적 개발협력 프로그램으로 포용적 비즈니스 프로그램(IBS)사업을 실시하 였다. 네팔에서는 ‘컴퓨터 그래픽 전문가 양성을 통한 일자리 창출 사업’을 2019년 1월부터 2023년 12월까지 5년간 약 25억 원이 투입된다. 하지만 사업성과를 평가할 지표가 없어 현장에 방문하여 검토한 결과 사업의 타 당성 부분은 ‘경제협력개발기구(OECD)의 개발위원회(DAC) 평가기준’을 적용(김연홍, 이성순, 2021)하였고 교육훈련 사업성과 평가 연구로 Kirkpatrick 모형(반응-학습-행동-결과)을 적용하여 사업을 평가하였다. 분석 자료는 교육생 대상 전수조사를 하였고 목적에 따라 요인･신뢰도, 상관관계, 회귀분석을 활용하였다. 분석결과 는 첫째, 교육생들의 정보통신기술 환경은 열악하다. 둘째, 교육생의 종합만족도는 4.37점(5점 likert척도)으로 높다. 셋째, 교육생의 반응평가는 4.40점, 학습평가는 4.86, 행동평가는 4.04점, 결과평가는 3.78점이다. 넷 째, 행동평가가 높을수록 삶에 미치는 영향이 정(+)의 방향으로 유의미 결과(R2=6.5%)로 나타났다(β=.254, p<.10). 또한 정보화역량이 높을수록 삶에 미치는 영향이 유의미한 결과(R2=23.9%)로 나타났다(β=.489, p<.05). 제안사항은 첫째, 교육훈련 평가의 틀이 필요하다. 둘째, 개발도상국의 경제, 사회, 환경적 발전에 기여 하기 위하여 정보통신기술 환경을 개선하도록 지원하여야 한다. 셋째, 교육의 성과평가를 통하여 IBS사업을 지 속적으로 개선하여야 한다.

KOICA launched a IBS(Inclusive Business Solution) business in February 2017 as an innovative development cooperation program with the establishment of an innovative business office. In Nepal, about 2.5 billion won will be invested over January 2019 to December 2023 for the “job creation project by fostering computer graphics experts.” However the results of visiting the site and reviewing project performance, show that there are no indicators for evaluation. The feasibility part of the project was to apply OECD’s DAC Evaluation Standards (Kim Yeon-hong, Lee Sung-soon, 2021), and evaluate the project by applying Kirkpatrick’s model (Response- Learning-Behavior-Result). The data was collected from trainees on site, and factors, reliability, correlation, and regression analysis were utilized according to the purpose. First, the IT environment for trainees is poor. Second, the student’s overall satisfaction level is 4.37(5 likert scale). Third, the student’s response assessment was 4.40, learning assessment was 4.86, behavioral assessment was 4.04, and result evaluation was 3.78. Fourth, the higher the behavioral evaluation(R2=6.5%, β=.254, p<.10) and informatization capacity(R2=23.9%, β=.489, p<.05), the more significant the positive(+) impact on quality of life. The proposals are as follows. First they require framework for education and training assessment. Second, in order to contribute to the economic, social, and environmental development of countries, the information and communication technology environment shall be supported. Third, IBS projects shall be continuously improved through the performance evaluation of education.

Models transformation is the main key of MDA. The first transformation in MDA is CIM to PIM transformation, the second is PIM to PSM transformation. Most searches deal the transformation from PIM level to PSM level, since there are multiple common points between these two levels. However, the transformation from CIM level to PIM level is rarely addressed in search subjects because they are two distinct levels. Our objective in this paper is to represent an approach that allows controlling transformation from CIM level to PIM level in accordance with the MDA approach. More precisely, we propose a methodology for transforming service-oriented business models, to web-based design models. Despite the importance of service-oriented models and web-based models, the transformation between them is not addressed in MDA researches. Our methodology is based on creating a good CIM models service-oriented, through construction rules, to facilitate transformation towards PIM models web-based. Next, our transformation rules allow a semi-automatic transformation from CIM to PIM. Our approach conforms to MDA recommendations, because it allows considering the business dimension in the CIM level, and it allows modeling this latter level by using SoaML, the OMG standard for modeling services. However, we based on UML 2 to model PIM level, because UML is advocated by MDA in PIM level. Our proposal results a set of web-based design models from service-oriented business models, through semi-automatic transformation in accordance with MDA approach.

Decision-making process refers in a particular situation, and choosing from several existing optional strategy evaluation process of certain strategy, however, in a complex environment, individual decisions tend to be affected by other individuals and random change of strategy, thus it is difficult to make a best decision. Although game theory provides a variety of decision-making plan, but it is not clear how the decision is influenced by the experience. The best decision-making behaviors need flexible adjustment strategy accord to the recent gains. In order to explore the nature of the human decision-making process USES the zero-sum game COINS of the positive and negative game, assuming that flexibility was produced in the process of reinforcement learning and a reinforcement learning model is established. In addition, the entire record the event related potential in the process of the subjects in the experiment. Analysis of ERP (Event Related Potential) data mainly focus on feedback related negative wave, which was considered to reflect the error signal and benefit related to the brain potential. Results show that after the loss to the other party of the event related potential amplitude suggested that participants would change the policy of pushing in the subsequent regulations, and the result was satisfied.

Developing computer software system is a crucial part of the intelligent design. In order to solve problems presented in software system quality analysis, this paper proposes a quality analysis model for computer software system based on fuzzy information content. In this model, fuzzy information content of quality analysis indicators is defined according to information axiom, and a software system quality analysis index system is constructed with the basic layer, the support layer and the application layer considered. With the index system, fuzzy information content can be computed and analyzed to obtain fuzzy information content of computer software system. This facilitates the quantitative analysis on the quality of the software system. Finally, an engineering case study is introduced to explain how the model works and proves efficacy and feasibility of the model.

Developing computer software system is a crucial part of the intelligent design. In order to solve problems presented in software system quality analysis, this paper proposes a quality analysis model for computer software system based on fuzzy information content. In this model, fuzzy information content of quality analysis indicators is defined according to information axiom, and a software system quality analysis index system is constructed with the basic layer, the support layer and the application layer considered. With the index system, fuzzy information content can be computed and analyzed to obtain fuzzy information content of computer software system. This facilitates the quantitative analysis on the quality of the software system. Finally, an engineering case study is introduced to explain how the model works and proves efficacy and feasibility of the model.

In this paper, two different propagation models based on different topologies of email network are proposed. By analyzing the means and the characters of email virus spreading, the function of email virus propagation is given, and the maximum time of email virus propagation before the anti-virus software is calculated. The condition in which email virus propagation stops is also proved. The relation between average node degree and power law exponent is discussed later. The models have been testified its rationality through simulation experiments.

In this paper, an e-PBL model and problems for an effective computer education were developed and applied for information literacy education of computer in elementary schools. In order to progress an effective e-PBL class, a support learning system including an e-mentoring and a web discussion function has to be built. In this paper, we developed the e-PBL teaching model for information literacy education of computer in elementary schools and inspected its effectiveness and validity. In order to resolve the research questions, class elements were extracted from an analysis of the prior research in the e-PBL. The class elements in the e-PBL were analyzed to six elements of the ‘unstructured practical problem’, ‘learner-centered problem’, ‘process reflected problem’, ‘cooperative learning reflected problem’, ‘on-line learning support system’, and ‘e-mentoring’. The e-PBL model was designed based on the extracted elements. The model developed by the present research added an on-line element and an e-mentoring element to the conventional PBL model. The main learning steps were given by 6 steps and it was characterized that the e-PAS system (Learning support system) and e-mentoring were used. The main steps include an introducing step, a problem proposing step, a problem solving plan step, a problem solving step, a result proposing and presenting step, a class finishing step, and an evaluation step. For the successful e-PBL teaching in elementary education of computer, the learning system that has the various learning strategies and support systems and interacts teachers with learners frequently will ought to be built.