Earticle

본 연구는 국내 광역시도 교육청 웹기반 교수학습지원센터에서 제공하고 있는 디지털참고봉사의 현황을 이해하기 위하여 전국적인 조사를 수행하여 분석하였다. 2006년 7월 3일부터 7월 15일까지 직접 접속을 하여 참고봉사 제공관련 특성과 참고질문응답 기록을 통해 데이터를 수집하였다. 전국의 16개 광역시도 교육청 교수학습지원센터 중 13개 센터가 디지털참고봉사를 제공하는 것으로 나타났으며, 디지털참고봉사 실시여부, 인터페이스 접근 수준, 디지털참고봉사 명칭, 디지털참고봉사 커뮤니케이션 도구, 참고질문수, 참고질문 유형, 응답비율, 질문 답변자 유형을 분석하였다. 현황과 문제점이 도출되었고 교수학습지원센터의 디지털참고봉사가 확립되기 위한 방향을 제시하였다.

Examinations and analysis were done to understand the digital reference services of the Teaching & Learning Aid Centers under 16 metropolitan city and provincial offices of education. The data used were collected from July 3, 2006 to July 15, 2006 by the direct contacts on their main homepages and recording the question and answer transcripts. It was proven that 13 of the 16 Teaching & Learning Aid Centers have done the reference services. In this study, several characteristics-whether the digital reference service was done or not, interface access level, its title, its communication tool, reference question number, reference question style, answer rate, etc-were analyzed. Tips for the future development were provided on the basis of the inadequacies and other findings revealed through this study.

본 연구는 XR 기반 응급처치 교육 환경에서 비접촉 AI 정량 피드백 모델을 설계하고, 해당 모델이 학습자의 심폐소생술(CPR) 수행도 향상에 미치는 영향을 분석하였다. 제안 모델은 영상 기반 포즈 추정 기술을 활용하여 학습자의 동작을 정량화하고, 압박 리듬(BPM), 상대 이동 비율 기반 깊이, 팔 각도, 자세 안정성 등의 지표를 산출한다. 또한 기준 수행 데이터와의 비교를 통해 실시간 교정 피드백을 제공하도록 설계하였다. 파일럿 실증을 통해 사전·사후 수행 데이터를 비교하고 통계 분석을 실시한 결과, AI 정량 피드백을 활용한 반복 학습 과정에서 수행 정확도와 안정성이 유의미하게 향상되는 경향을 확인하였다. 본 연구는 비접촉 AI 기반 피드백이 응급처치 교육에서 수행 정확도 향상과 학습 효과 증진에 기여할 가능성을 제시한다.

This study presents the design of a non-contact AI-based quantitative feedback model in an XR-based first aid education environment and analyzes its effects on learners’ CPR performance. The proposed model utilizes video-based pose estimation to quantify motion metrics such as compression rhythm (BPM), relative depth ratio, arm alignment, and posture stability. A reference performance dataset is used to generate real-time corrective feedback. A pilot evaluation comparing pre- and post-training performance suggests improvements in execution accuracy and stability through repeated practice supported by AI-based quantitative feedback. This study suggests that non-contact AI-based feedback can contribute to improving performance accuracy and enhancing learning effectiveness in first aid education.

Advances in science and technology have impacted the field of education in manners unthought-of in the past. Information and Communication Technology based systems have resulted in ubiquitous learning becoming a reality, where classrooms are not restricted within boundaries or four walls. Self-paced learning is now the order of the day, which requires the learner to be aided in his learning endeavors at times that suits him. The present paper proposes a system that gives the learner an automated tool to learn a subject at his own pace. The preparatory stage includes feeding in a couple of model answers to every question which the learner has to answer. Thereafter, the learner tries to answer the questions with aid in the form of hints available and is evaluated based on his response. Results show that learners taking help from this system performs better than those using traditional methods.

본 연구는 국내 광역시 도 교육청 웹기반 교수학습지원센터에서 제공하고 있는 디지털참고봉사의 현황을 이해하기 위하여 전국적인 조사를 수행하여 분석하였다. 2006 년 7 월 3 일부터 7 월 15 일까지 직접 접속을 하여 참고봉사 제공관련 특성과 참고질문응답 기록을 통해 데이터를 수집하였다. 전국의 16개 광역시 도 교육청 교수학습지원센터 중 13 개 센터가 디지털참고봉사를 제공하는 것으로 나타났으며, 디지털참고봉사 실시여부, 인터페이스 접근 수준, 디지털참고봉사 명칭, 디지털참고봉사 커뮤니케이션 도구, 참고질문수, 참고질문 유형, 응답비율, 질문 답변자 유형을 분석하였다. 현황과 문제점이 도출되었고 교수학습지원센터의 디지털참고봉사가 확립되기 위한 방향을 제시하였다.

Examinations and analysis were done to understand the digital reference services of the Teaching & Learning Aid Centers under 16 metropolitan city and provincial offices of education. The data used were collected from July 3. 2006 to July 15. 2006 by the direct contacts on their main homepages and recording the question and answer transcripts. It was proven that 13 of the 16 Teaching & Learning Aid Centers have done the reference services. In this study, several characteristics-whether the digital reference service was done or not, interface access level, its title, its communication tool, reference question number, reference question style, answer rate, etc-were analyzed. Tips for the future development were provided on the basis of the inadequacies and other findings revealed through this study.

이 연구는 지식기반경제의 진전에 부응하여 고등수준의 평생학습(‘고등평생학습’이라 함)이 활성화될 수 있도록 학자금 지원 제도의 혁신 방향을 탐색하는 데 목적이 있다. 지식의 급속한 발달에 따라 저학력 근로자만이 아니라 고학력 근로자도 숙련성 유지를 위해 고등평생학습이 필요하기 때문이다. 비교 사례로서 영국과 스웨덴을 선택한 이유는 고등평생학습이 활성화되어 있고 성인학습자 학자금 지원 제도를 운영하고 있기 때문이다. 분석결과, 양국은 국가적 차원에서 고등평생학습을 지원하는 정책을 추진하고 시간제 등록제의 보편화와 성인학습자의 대학입학 확대 등을 통해서 성인친화적인 고등교육체제를 구축하고 있었다. 또한 양국은 학자금 지원 유형과 운영 면에서는 차이가 있지만, 고등평생학습체제가 실질적으로 운영되도록 연령과 등록 유형에 대한 제한 없이 학위과정 및 비학위 과정 이수를 지원하는 학자금 지원 제도를 운영하는 공통점을 가지고 있었다. 이러한 사례는 고등평생학습체제를 실질적으로 정착시키기 위해서는 입시, 교수학습, 학사관리 등과 같은 대학시스템의 혁신 외에도 ‘학자금 지원 제도’를 성인학습자 친화적으로 설계할 필요성을 시사한다.

With the rapid development of knowledge and ICT, lifelong learning becomes a necessity for all regardless of a person’s educational attainment level. Not only high school graduates, but also college graduates are under strong pressure to seek the further study in order to keep their skills and knowledge up to date. In this context, this study aims to provide the Korean government with the implications on the student aid system which promotes lifelong learning in higher education. To realize this goal, it compares the student aid systems for mature students of UK and Sweden because participation rates of lifelong learning in both countries are higher than the average of OECD member countries. The findings of the study show that both UK and Sweden have initiated policies to highlight the role of higher education in promoting lifelong learning and have also made it easy for mature students to study at universities through part-time enrolment system and flexible admission system. Accordingly, higher education is part of the national lifelong learning system in both countries and thus older undergraduates are supported by the student aid system. Whereas the student aid systems of UK and Sweden’s are different in terms of their elements and operating methods, they are in similar in that both of them provide mature students with the student aid to enable them to pursue lifelong learning in higher education. The cases of these two countries imply that the development of lifelong learning in higher education requires the financial aid system as well as the admission system, teaching and learning, and student affairs suitable for mature-students.

S&P 500과 RUSSELL 2000, DJIA, Nasdaq 100 4가지 미국 주가지수의 실현변동성(realized volatility, RV)을 예측하는데 있어서 사람들의 관심 지표로 삼을 수 있는 인터넷 검색량(search volume, SV) 지수와 내재변동성(implied volatility, IV)를 이용하여 LSTM 딥러닝(deep learning) 방법으로 RV의 예측력을 높이고자하였다. SV을 이용한 LSTM 방법의 실현변동성 예측력이 기존의 기본적인 vector autoregressive (VAR) 모형, vector error correction (VEC)보다 우수하였다. 또한, 최근 제안된 RV와 IV의 공적분 관계를 이용한 vector error correction heterogeneous autoregressive (VECHAR) 모형보다도 전반적으로 예측력이 더 높음을 확인하였다.

In forecasting realized volatility of the major US stock price indexes (S&P 500, Russell 2000, DJIA, Nasdaq 100), internet search volume reflecting investor's interests and implied volatility are used to improve forecast via a deep learning method of the LSTM. The LSTM method combined with search volume index produces better forecasts than existing standard methods of the vector autoregressive (VAR) and the vector error correction (VEC) models. It also beats the recently proposed vector error correction heterogeneous autoregressive (VECHAR) model which takes advantage of the cointegration relation between realized volatility and implied volatility.

본 연구는 효과적인 문제기반학습(Problem-Based Learning, PBL) 교수설계를 스캐폴딩 방식으로 지원함으로써, 예비교사와 현직교사의 수업 설계에 대한 부담과 복잡성을 완화할 수 있는 생성형 AI 기반챗봇을 개발하고 그 사용성을 평가하는 것을 목적으로 하였다. 이를 위해 문헌 분석을 바탕으로 ZPTD(Zone of Proximal Teacher Development) 개념에 근거한 스캐폴딩 전략을 설계원리로 도출하였으며 전문가 의견을 반영하여 ‘단계적 안내’, ‘문제 설계 지원’, ‘명확한 피드백’, ‘정서적 동기 부여’, ‘참고자료 제공’의 최종 5가지 설계원리를 도출하였다. 해당 원리에 따라 LangChain 프레임워크를 활용하여 PBL 수업 설계 단계에 맞춘 프롬프트를 구성하고 챗봇을 개발하였다. 개발된 챗봇은 19명의 예비교사를 대상으로 사용성 평가를 실시하였으며, 평가 결과 전반적으로 높은 만족도를 보였다. 특히 접근성에 대한 만족도가 가장 높았고, 그 뒤를 이어 교수설계 지원, 상호작용, 품질 순으로 나타났다. 서면 인터뷰를 통해 사용자는 챗봇이 구조화된 질문과 단계별 안내를 통해 사고를 촉진하고, 논리적수업 설계를 지원하는 데 효과적이라고 평가하였다. 반면, 일부 사용자는 챗봇의 응답 속도 저하, 대화 맥락 반영의 한계, 제공 정보의 깊이 부족 등을 개선 과제로 지적하였다. 본 연구는 생성형 AI 기반 챗봇이 교수설계자의 인지적 사고를 구조화하고, 실천적 의사결정을 지원하는 디지털 스캐폴딩도구로서의 가능성을 확인하였다는 점에서 의의가 있다.

This study aims to develop a generative AI-based chatbot that facilitates effective Problem-Based Learning(PBL) instructional design through scaffolding, thereby alleviating the burden and complexity of instructional design for both pre-service and in-service teachers, and to evaluate its usability. To this end, a comprehensive literature review and analysis of scaffolding strategies grounded in the theory of the Zone of Proximal Teacher Development (ZPTD) were conducted to derive five core design principles: ‘step-by-step guidance’, ‘support for problem design’, ‘clear feedback’, ‘emotional motivation’, and ‘provision of reference materials’. Furthermore, prompts tailored to the stages of PBL instructional design were developed using GPT-4o and GPT-4o mini models in conjunction with the LangChain framework. The chatbot was evaluated by 19 pre-service teachers, and survey results indicated high level of overall satisfaction. The highest ratings were observed in terms of accessibility, followed by support for PBL instructional design, interaction quality, and overall quality. In-depth interviews revealed that users found the chatbot effective in stimulating their thinking and supporting logical instructional design through structured questioning and step-by-step guidance. However, some users noted that the chatbot’s response time could be improved, its ability to reflect previous conversational context enhanced, and the depth of the information it provides expanded. These findings suggest potential areas for future refinement. These findings highlight the potential for further refinement and underscore the promise of generative AI-based chatbots as digital scaffolding tools that support teachers’ cognitive processes and enhance practical decision-making in instructional design.

本研究以S-O-R理论模型为基础，选取韩国A大学的中国留学生和中国S外国语大学的来华留学生为研究对象，分析留学生语伴互助对外语学习自我效能感的影响，通过对研究数据的描述统计，相关分析，结构方程模型检验和中介效应分析研究得出以下结论：第一, 留学生语伴互助过程中的外语认知互助能够帮助留学生在外语学习时的自我效能感提升有显著的影响。第二,留学生语伴互助过程中的外语应用互助能够帮助留学生将所学到的外语知识应用到实际的交际中，对外语学习时的自我效能感提升也有显著的影响。第三, 留学生语伴互助过程中的外语情感互助是一个比较特殊的方面，研究的结果表明语伴的情感互助能够帮助留学生外语学习及留学生活的情感体验，对外语学习时的自我效能感提升也有显著的影响。第四, 留学生的语伴互助并不是直接作用于外语学习自我效能感，而是通过语伴之间的互助，产生对外语学习的容易感、实际应用及情感体验等感觉，而这些认同情感体验影响了留学生对外语学习的自我效能感。研究数据结果表明留学生语伴之间的互助，产生对外语学习的容易感、外语实际应用及情感体验等认同感觉, 最终研究过程中建构的模型得以验证: 留学生外语学习语伴之间的互助对外语学习自我效能感有积极的影响。

Based on the S-O-R theoretical model, this study analyzed the effect of language partnership on self-efficacy by selecting international students' subjects. The following conclusions were drawn from descriptive statistics, relevant analyses, structural equation model verification and brokerage effect analysis of the research data:First, the cooperation in acquiring foreign language knowledge in the cooperation process of international students' language partners has a great effect on helping them to increase their sense of learning effectiveness when learning a foreign language. Second, the cooperation of foreign language applications in the cooperation process of international language partners helps international students use the foreign language knowledge they have learned in real-life relationships, and greatly affects the effectiveness of learning foreign language learning. Third, foreign language emotional cooperation in the cooperation process of foreign language partners is relatively special, and research shows that it helps students learn foreign languages and experience emotions in studying abroad, and increases in their foreign language learning efficacy. Fourth, in the course of cooperation with foreign language partners, students learn foreign language easily through cooperation, and experience experience, language application practice, and emotion, and this synesthesia emotional experience affects the effectiveness of foreign language learning. The results of the research data show that the mutual assistance between the language partners of foreign students produces a sense of identification such as ease of foreign language learning, practical foreign language application and emotional experience. The model constructed in the final research process is verified: the mutual assistance between foreign students’ foreign language partners Self-efficacy in foreign language learning has a positive effect.