Earticle

본 연구는 국내에서 마이크로러닝을 교육에 적용한 문헌의 특성과 그 효과를 파악하기 위해 시행된 체계 적 문헌고찰이다. 연구대상 논문은 국내 전자 데이터베이스 DBpia, KCI, KISS, RISS 및 ScienceON을 주제어 ‘마이크로러닝’ 또는 ‘Microlearning’을 활용하여 검색하였다. 2022년도 5월까지 총 277개의 논문이 검색되었고, 중 복논문, 관련이 없는 논문을 제외하고 최종 14편을 연구에 포함하였다. 그 결과, 마이크로러닝 프로그램의 설계 및 개발을 위한 연구 8편, 마이크로러닝 효과를 검증한 연구 4편, 그리고 마이크로러닝 프로그램의 개발과 함께 그 효과를 검증한 연구 2편이었다. 본 연구는 마이크로러닝이라는 새로운 교수법을 탐색한 데 그 의의가 있으며, 본 연구의 결과를 토대로 마이크로러닝을 적용한 프로그램이 다양한 분야로 확장될 수 있기를 기대한다.

This systematic review study was conducted to explore the characteristics and effects of microlearning applied to education in Korea. Five databases (DBpia, KCI, KISS, RISS, and ScienceON) were searched, using the keywords 'Microlearning' and the same word in Korean. Of the 277 papers published until May 2022, 14 studies were included in the review. There were 8 studies for the design and development of a microlearning program, 4 studies verifying the effects of microlearning, and 2 studies verifying the effect along with the development of the microlearning program. It was meaningful to explore a new teaching method ’microlearning’. Based on the results of this study, it is expected to expand the application of microlearning to various fields.

戴震은 청대 乾嘉시기의 고증학자이며 철학자이다. 그는 문자, 음운, 천문, 수학, 지리학에 기초한 훈고와 고증을 통하여 경전의 義理와 성인의 道를 밝히고자 하였다. 건가시기 학술의 주류는 고증학이었지만 대진은 자신의 학문 영역을 훈고와 고증에 한정하지 않고 이를 기초로, 그리고 이를 뛰어넘어 자신의 철학을 세운다. 따라서 대진의 학문은 크게 두 가지 경향성을 보이게 된다. 하나는 경전의 고증을 중시하는 것으로 이는 건가학파와 동일하다. 다른 하나는 경전의 의리와 성인의 도를 밝히는 것으로 대진은 이것을 학문 목적으로 삼는다. 이는 건가학파와 분명 다르다. 그러므로 대진의 사상에서 학 문 방법[治學]과 철학[明道]은 분리하여 말할 수 없다. 그의 학문 방법은 철학을 목적으로 삼으며, 철학은 학문 방법을 기초로 삼기 때문이다. 그리고 이는 경전 연구[治經]를 중심으로 이루어진다. 대진은 경전을 해석함에 있어 하나의 견해에 편향되지 않는 ‘不偏主一家’의 연구 태도, 크고 작음을 모두 탐구하고 근본과 말단을 모두 살피는 ‘鉅細畢究, 本末兼察’의 연구 방법, ‘通經致用’의 연구 목표을 일관되게 유지한다. 본 논문에서는 이와 같은 대진의 경전 연구 태도와 방법을 구체적으로 논의한다.

Dai Zhen was a historical researcher and philosopher in the Qianjia (乾嘉) period of Ching dynasty. He tried to find the moral sense (義理) of Confucian scriptures and Tao (道) of Great Person through admonition and historical research based on letters, phoneme, astronomy, mathematics and geography. In the Qianjia period , the main stream of learning was Methodology of Historical Research. He did not, however, limit his learning area to admonition and historical research, furthermore, he established his own philosophy based on and beyond such admonition and historical research. Dai Zhen's learning, therefore, showed two tendencies. One was to value the historical research of Confucian scriptures as same as valued by Qianjia scholars' sector. The other was to show the moral sense of Confucian scriptures and Tao of Great Person at which he aimed his learning. This was absolutely different from the goal of Qianjia . In the idea of Dai Zhen, therefore, his learning method that was learning of ruling(治學) and his philosophy that was lightening Tao(明道) cannot be separately treated. For, his learning method was aimed at philosophy, which was based on such learning method. In addition, such learning method and philosophy were focused on study of Confucian scriptures that was recitation of Confucian scriptures (治經). In this study, Dai Zhen’s study attitude and method on Confucian scriptures are discussed in detail.

A transmission delay is a critical metric when dealing with ad hoc networks in 5G, particularly for real-time applications and multimedia. In this paper, we describe the challenge of managing mobile ad-hoc networks (MANET) based on multi-hop time-slotted time-division multiple access (TDMA) under routing delay minimization with heterogeneous traffic flows. In particular, we consider the challenge of request scheduling and power control in TDMA, for minimizing the overall weighted end-to-end packet delay when the weights are determined according to the priorities of the requests. A delay minimization network that uses deep learning is also introduced (DMNet). Simulations show that DMNet outperforms other state-of-art methods. Our approach is one of the first to utilize a DNN to solve end-to-end delay minimization through scheduling and power control.

Objective To present new classification methods of knee osteoarthritis (KOA) using machine learning and compare its performance with conventional statistical methods as classification techniques using machine learning have recently been developed. Methods A total of 84 KOA patients and 97 normal participants were recruited. KOA patients were clustered into three groups according to the Kellgren-Lawrence (K-L) grading system. All subjects completed gait trials under the same experimental conditions. Machine learning-based classification using the support vector machine (SVM) classifier was performed to classify KOA patients and the severity of KOA. Logistic regression analysis was also performed to compare the results in classifying KOA patients with machine learning method. Results In the classification between KOA patients and normal subjects, the accuracy of classification was higher in machine learning method than in logistic regression analysis. In the classification of KOA severity, accuracy was enhanced through the feature selection process in the machine learning method. The most significant gait feature for classification was flexion and extension of the knee in the swing phase in the machine learning method. Conclusion The machine learning method is thought to be a new approach to complement conventional logistic regression analysis in the classification of KOA patients. It can be clinically used for diagnosis and gait correction of KOA patients.

5G-based MANET has received a lot of attention recently. Its fundamental feature is that nodes are constantly subjected to high traffic loads, while QoS requirements are extremely stringent. When applied to 5G-based MANETs, existing routing protocols have shown drawbacks. In this paper, we propose an enhanced AODV protocol solution for 5G-based MANETs. Using reinforcement learning, each node updates a state information database of intermediate nodes along routes to destinations. This database is used by the routing algorithm to find guaranteed QoS routes. Our solution is highly efficient in terms of throughput, end-to-end delay, and SNR, according to the simulation results.

Purpose: This study aimed to investigate the factors affecting nursing students' learning flow in COVID- 19 pandemic situations through mixed-method research. Method: Of the 245 nursing students participating in the survey, 20 participated in a focus group interview. Quantitative data were analyzed using stepwise multiple regression analysis. Qualitative data were analyzed using content analysis. Results: The factors affecting the learning flow of nursing students during the COVID-19 pandemic were their self-regulated learning ability (b ¼ .24, p ¼ .001); learning motivation (b ¼ .23, p ¼ .001); selfefficacy in clinical practice (b ¼ .14, p ¼ .014); and lecture type, or a mixture of recorded and realtime video lectures (b ¼ .13, p ¼ .022). As a result of the qualitative study, eight categories and 22 subcategories were derived. The eight categories are: a lack of preparation in the starting of virtual classes, adapting and growing in a new learning environment, enhancing nursing knowledge and skills through virtual clinical training, self-regulation difficulties when studying alone due to social distancing, difficulty concentrating when learning online, disadvantages of virtual learning, concerns about academic performance, and missing opportunities to enjoy college life. Conclusion: Students attempted to discover their own learning expertise through virtual learning while concerned that they would be unable to fully establish their competence to work as actual hospital nurses due to a lack of clinical practice. In such a learning environment, systematic support and strategies are needed to increase the learning flow of nursing students.

EEG signals have been widely used in emotion recognition in recent years. However, a great challenge still exists for the practical applications of cross-subject emotion recognition. Inspired by recent neuroscience studies and the advantage of the DE feature applied in EEG emotion recognition, we proposed a combined DE feature and contrastive learning method to tackle the cross-subject emotion recognition problem. The proposed model can minimize the inter-subject differences by maximizing the similarity in EEG signal representations across subjects when they receive the same emotional stimuli in contrast to different ones and gain a better encoding. Finally, we conducted extensive experiments on SEED and SEED-IV. The cross-subject emotion recognition accuracy is 84.72 on the SEED and 69.24 on the SEED-IV. It experimentally verified the effectiveness of the model.

다른 장르의 게임에 비해 포커는 게이머의 심리적 요소가 많은 영향을 끼친다. 본 논문에서는 CNN과 SVM을 기반으로 온라인 포커 게임에 게이머와 아바타 간의 감성연결을 실현하기 위한 새로운 감성 인식방법을 제안한다. CNN모델을 이용하여 원래 얼굴 이미지의 특징을 추출하고, 다중 클래스 SVM분류기를 사용하여 목표 이미지를 인식하고 분류한다. FER-2013데이터베이스에서 이 방법은 감성인식률 68.79 %를 달성하였다. 기존의 다른 감성 인 식 모델과 비교하면, 이 모델은 뚜렷한 장점을 보일 수 있다. 본 게임은 Socket 통신방식을 통해 감성인식결과를 Seven Poker로 전송하여 아바타가 게이머와 같은 감성을 표현하도록 설계하였다. 온라인 포커 게임에 감성연결 기술을 이용하면 게임과 인간의 상호작용이 향상될 뿐 아니라 게 이머가 상대방의 심리적인 활동을 효과적으로 분석할 수 있다. 감성연결 기술은 게임에서 게이머 들에게 새로운 게임 경험을 제공할 수 있는 기술이라고 생각된다.

Compared to other types of games, poker game is a psychological game based on gamer's psychological activity. This paper proposes a method based on convolutional neural network (CNN) and support vector machine (SVM) to realize the emotion recognition to link the gamer and his avatar in online poker game. The CNN model is used to extract feature of the original face images, and the multi-class SVM classifier is used to classify the emotions. On the FER-2013 database, the proposed method achieves 68.79% emotion recognition rate, and has obvious advantages compared with most other emotion recognition methods. Next, through the socket communication, the result of the emotion recognition is transferred to the designed seven poker game to realize the emotion linkage between the gamer and his avatar. More importantly, the emotion linkage technology not only helps the gamer to analyze the opponent’s psychological state, but also enhances the interaction of the game. It is undoubtedly a new breakthrough in game play that will give gamers a whole new gaming experience.

Recent studies have shown that collocation knowledge may be a strong determiner of L2 speaking proficiency (Kyle & Crossley, 2015). Considering the significance of collocations, this research investigated the effects of context and productive learning methods in English collocation acquisition and retention. Context can provide specific information about the situation in which target collocations are used, which may help learners better remember them. The surroundings of a word can carry pertinent information, and facilitate learner’s gain in depth vocabulary knowledge. Productive vocabulary knowledge can be defined as the ability to produce the word according to its L1 equivalent (Webb, 2009) and receptive vocabulary knowledge is often defined as the ability to perceive its meaning (Webb, 2008) or provide translation in a learner's first language (Webb, 2009). 204 Korean middle school students participated in this study. They were divided into 4 groups according to the learning method (productive and receptive), and context. To measure the acquisition and retention of collocations, three types of tests were conducted four times at intervals. The results of one-way ANOVA revealed that the group who productively learned collocations without context scored higher on the tests. When comparing the two groups who learned receptively, the context group got a higher score than the other group. Findings suggest that context may impose a cognitive burden on learners in productive learning, but context also enables learners to gain more collocation knowledge when learning receptively. The implication of this study is that “how” to present learning materials can affect learners' acquisition and retention.

본 연구에서는 영단어 학습 콘텐츠 개발 필요에 따른 새로운 스마트 영단어 암기방법을 설계 제안한다. 이 방법은 스마트 폰에서 효과적으로 영단어 학습을 지원하는 콘텐츠로 개발 가능하다. 본 연구의 핵심 아이디어는 첫째, 30개의 단어를 하루에 3분씩 10회(학습 1회 및 복습 9회)로 나누어 학습한다. 둘째, 망각주기를 고려하여 최초학습 1일 후, 10일 후, 30일 후 등의 3회 반추 복습을 제안한다. 본 콘텐츠의 개발과정은 크게 앱ID 생성부, 앱 접속부, 알람 설정부, 단어학습 처리부, 학습결과 모니터링부 등 5개의 단계로 이루어져 있다. 제안된 방법은 에빙하우스 주기적 반복 학습전략으로 최적화되어 있어 사용자의 영단어 학습 만족도를 높일 수 있다.

This paper suggests designing how to acquire English vocabularies on the smart devices based on the research that a ground-breaking English Vocabulary Learning Contents needs developing. The method makes it possible to develop the contents which helps the learners to master English vocabularies effectively on the smart phone. The core idea of this paper is as in the following: 1) English learners learn 30 vocabularies for three minutes 10 times (one is for a new learning and the other nine ones are for reviews about the first learning) a day. 2) Considering Ebbinghaus Forgetting Curve, the reflection study proposes to provide the learners with three times' reviews: one day, 10days, and 30days later from which they learn the first 30 vocabularies. This contents is mainly made up of 5 developing sections ①to generate App ID, ②to access App, ③to set up Alarm, ④to process Word learning, and ⑤to monitor the result of learning. This proposed idea is optimized to enhance the memory by Ebbinghaus Periodic Repetitive Method, which makes the learners satisfied with their English vocabulary learning.

본 연구는 창의적 문제 해결 기술, 커뮤니케이션 기술, 비판적 사고 기술 및 협력의 개발을 위한 학생 중심 프로젝트 기반 학습의 효과를 알아보고자 창의적 성격 테스트를 실시하였다. 프로젝트와 문제해결 기반 학습 이후 영어 커뮤니케이 션 향상 측정을 위해 ETS(교육 테스트 서비스)가 발행한 토익 말하기 평가 항목을 선정하였고 측정의 신뢰성은 be α=.84으 로 나타났다. 독립 표본 t-검사 및 유의 수준 5%에서 SPSS 18.0이 사용 및 검증되었다. 이 연구의 결과는 '독립성'의 경우 실험 그룹의 시험 후 평균이 유의 수준(p <.01)에서 통계적으로 유의했고, '개방성'(실험군 M = 3.24, 통제군 M = 2.73)의 경우 통계적으로 유의한 차이를 보였다. 토익시험 결과, 실험군 평균은 200명 중 132±18.7명, 대조군 평균은 127±08.2명이었 다. 영어 수업에 프로젝트, 문제해결 기반 융합 학습을 적용하는 실험군과 통제군 사이에는 통계적으로 유의한 차이가 있었 다. 이 연구의 결과로, 대학 강의실에서 프로젝트, 문제해결 기반 융합 학습을 적용하는 것은 창의적 성격 하위 차원들 사이 의 독립성과 개방성에 긍정적인 영향을 미쳤다.

This study examines the effects of student-centered project-based learning for the development of creative problem-solving skills, communication skills, critical thinking skills, and cooperation. A college students’ creative personality test was used and pre-and post-test were performed. and TOEIC Speaking practice test by Educational Testing Service were selected to measure the English communication skills. The SPSS 18.0 was used and validated at a significance level of 5%. The result of this study shows that in the case of 'independence', the post-test average of the experimental group was statistically significant at the significant level (p<.01), which also showed statistically significant difference. There was statistically significant difference between the control group (M=127±08.2) and in the experimental group (M=132±18.7) applying project-based and problem-based convergent learning to English class were positively changed.

Real Time Location System (RTLS) refers to a system that provides various services by measuring location information of objects in real time. The RTLS system is being used in many fields related to the Internet of Things (IoT), such as medical, healthcare, performances, and production facilities. A high-accuracy positioning system is essential for quality of RTLS. A variety of methods such as triangulation, trilateration, and MDS are utilized for positioning, but each has its own drawbacks. We propose an efficient and accurate advanced positioning system with Deep Reinforcement Learning (DRL). In the learning environment, we adopt the Proximal Policy Optimization (PPO) algorithm and Adam Optimizer. The proposed system estimates the exact position with a small amount of computation using only distance information from four anchor nodes in a 3D environment. Through system performance evaluation, we proved that the proposed system showed superior performance compared to the existing system.

This research delved into the impact of SRL strategies-based instruction on EFL students’ L2 writing performance, academic self-efficacy, and use of SRL strategies. To this end, 50 Iranian EFL learners, including 25 males and 25 females, attended the study. The experimental group was provided with a four-month SRL strategies-based intervention which followed the Self-Regulated Strategy Development model adapted from Harris and Graham (1996), and the control group took the traditional writing course needed by the university curriculum with the same length. All the students were required to accomplish pre- and post-writing tests as well as self-report questionnaires, including the Writing Strategies for Self-Regulated Learning Questionnaire and the second Language Writer Self-Efficacy Scale, at the beginning and the end of the instruction. The outcomes showed that the experimental group outperformed the control group in the post-writing test. Experimental group 's levels of linguistic self-efficacy and performance self-efficacy were remarkably higher than their counterparts in the control group. The study further implies that the instruction might contribute to the increased application of SRL strategies in EFL writing classes in a way that students might become more self-directed and self-regulated in their overall language performance in general and their written performances in particular.

و یلیصحت یدمآراکدوخ ،یاھ یژتارتسا زا هدافتسا تسا ھتخادرپ .زومآ نابز هاجنپدندوب مق هاگشناد رد یسیلگنا تایبدا ھتشر رد لیصحت لاح رد ھک نیا رددندرک تکرش قیقحتشزومآ تحت هام راھچ یشیامزآ هورگ . یمیظنتدوخ دربھار ھعسوت لدم قبط ھک تفرگ رارق روحم یژتارتسا ) ماھارگ و سیرھ1996 تدم نامھ ھب لرتنک هورگ یارب هاگشناد یسرد ھمانرب قبط یتنس یراتشون هرود و دوب ( راھچ ھئارا هامشیپ ات دش ھتساوخ نایوجشناد ھمھ زا .دشسپ و نومزآنومزآشسرپ و راتشون یاھھماندوخ یاھ شرازگ شسرپ لماش یھد ھمانیمیظنتدوخ یریگدای یارب راتشون یاھ یژتارتسا هورگ ھک داد ناشن جیاتن .دنھد ماجنا ار مود نابز هدنسیون یدمآراکدوخ رایعم و سپ رد لرتنک هورگ زا یرتھب درکلمع یشیامزآ هورگ یدرکلمع یدمآراکدوخ و ینابز یدمآراکدوخ حطس .تشاد راتشون نومزآشیامزآ یژتارتسا زا هدافتسا شیازفا ثعاب روحم یژتارتسا شزومآ زا هدافتسا ھک دش شرازگ نینچمھ .تشاد یریگمشچ شیازفا ی یاھلاعف و یم یشزومآ نینچ ھک تسا نیا زا یکاح ام جیاتن .دش روکذم یاھ یژتارتسا زا هدافتسا رد وجشناد ندش رت ھب دناوت نابز نازومآشیب یاکتا ردیگدای ھب رتو هدرک کمک ملعم زا یریگدای یاجب یدرف یرزومآ نابز یم ھنلااعف ار دوخ یریگدای دنیآرف دناوت رت .دنک یبایزرا

In the training for Vietnamese Bachelor of school (for an audience of foreign students), Vietnamese Literature is one of the compulsory subjects. This is a good subject but it is difficult for foreign students, due to limited language skills. So, how do foreign students get excited to learn Vietnamese Literature and clearly understand literary works of Vietnam? This article raises some experience in the application of the group discussion method based on hierarchical theory of Benjamin Bloom's thinking when we teach Vietnamese Literature for foreign students, particularly students formal system studying at the Faculty of Vietnamese Studies, University of Social Sciences and Humanities - Vietnam National University Ho Chi Minh City. This method helps teachers to maximize the motto “learner-centered”, and also helps students to use effectively P.O.W.E.R. Studying methods (by Professor of Psychology Robert S. Feldman, University of Massachusetts initiated), in order to promote active, positive and creative learning.

Hiện nay, trong chương trình đào tạo bậc Cử nhân ngành Việt Nam học cho đối tượng là sinh viên nước ngoài, Văn học Việt Nam là một trong những môn học bắt buộc. Đây là môn học hay nhưng rất khó đối với sinh viên nước ngoài, do rào cản ngôn ngữ. Vậy, làm thế nào để sinh viên nước ngoài có được sự hào hứng khi học văn học Việt Nam và hiểu được một cách sâu sắc những tác phẩm văn học Việt Nam? Bài viết nêu lên một số kinh nghiệm trong việc áp dụng phương pháp thảo luận nhóm dựa trên lý thuyết phân cấp tư duy của Benjamin Bloom khi giảng dạy môn Văn học Việt Nam cho sinh viên nước ngoài, cụ thể là sinh viên hệ chính qui đang theo học tại khoa Việt Nam học, trường Đại học Khoa học Xã hội và Nhân văn – Đại học Quốc gia Thành phố Hồ Chí Minh. Phương pháp này giúp người thầy phát huy tối đa phương châm “lấy người học làm trung tâm”, đồng thời cũng giúp sinh viên sử dụng hiệu quả phương pháp học tập P.O.W.E.R (do Giáo sư Tâm lý học Robert S. Feldman, Đại học Massachusetts đề xướng), nhằm phát huy được tính chủ động, tính cực, sáng tạo trong học tập.

We present a newly developed machine learning based optimized design method for high-temperature superconducting (HTS) magnet. Previous optimization design methods required performing thousands to tens of thousands of magnet characteristic calculations repeatedly to evaluate the objective functions and constraints. If the computation time for analyzing magnet characteristics was long, the design process inevitably became very time-consuming. In this research, we introduce a method that uses machine learning regression techniques to achieve similar design performance while significantly reducing computation time. XGBoost algorithm was trained to create a virtual model capable of predicting the actual characteristics of the magnet. By utilizing this predictive model, which allows for much faster calculations, rather than directly computing the characteristics during the optimization process, the design process was significantly enhanced in terms of efficiency. The proposed design method was applied to the design of a 2 T-class HTS magnet, and it was confirmed that similar results to the previous design could be achieved much more quickly.

Purpose: This study examined the effect of the blended learning method during self-practice of transfusion therapy on nursing students’ academic achievement in transfusion therapy, confidence in performing transfusion therapy, self-directed learning ability, and satisfaction with self-practice. Methods: The study design was a non-equivalent control group pretestposttest quasi-experimental design. The participants were 75 nursing students divided into two groups: 38 in the experiment group and 37 in the control group. The blended learning method, combined with face-to-face and online learning, was applied to the experimental group’s self-practice from October 12 to 30, 2020. For the control group’s self-practice, face-to-face learning without online learning was employed. Results: The experimental group showed significantly better academic achievement than the control group. There were no significant differences in confidence in performance, self-directed learning ability, and satisfaction with self-practice between the two groups. Conclusion: This study showed that the blended learning method combined with face-to-face learning and online learning in self-practice significantly affected academic achievement. Further studies are needed to identify effective online learning methods for nursing practice.

사회 환경 측면이나 도서관 현장에서 독서프로그램 담당 사서의 수요가 지속적으로 요구됨에도 불구하고 문헌정보학과에서는 독서관련 교과목 개설이 미비하며, 교육내용 또한 이론위주의 교육이 이루어지고 있다. 이에 본 연구에서는 독서교육자의 자질을 함양하기 위한 실무중심의 독서관련 교과목 교수-학습법을 개발하였다. 즉, 독서체험을 위한 자기주도적 독서 및 독후포트폴리오 제작활동과 실무 중심의 학습동기 유발 독서프로그램 운영과 도서관현장 연계 협동 프로젝트 수행에 대한 교수-학습법을 개발․적용하였다.

The purpose of this study was to develop teaching-learning method for reading guidance librarians in Korean Library and Information Science. Even though it was an increase of needs for reading guidance librarians in libraries, reading education courses provided by LIS in Korea lacked. Also, most reading education courses of LIS stressed knowledge-oriented education than the practice of reading program design or reading experience. So this study developed the teaching-learning method of the self-directed learning for the activities of post-reading portfolio, management of reading program for motivation, and the team-projected learning for the design of reading program.