Earticle

We propose SQLGo, an interactive learning tool designed to help learne.rs intuitively understand the execution flow of SQL queries. SQLGo combines Common Table Expression based visualization techniques with a Large Language Model (LLM)-powered conversational interface to clearly convey intermediate operations and procedural semantics embedded in SQL.Most existing SQL learning tools provide only tabular query results, failing to adequately explain the intermediate states and execution process of a query. As a result, learners often struggle to grasp the actual execution flow underlying SQL’s declarative structure. SQLGo addresses these limitations by offering an interactive environment that supports procedural reasoning and encourages active learner engagement, thereby enabling more effective SQL learning.Through this system, learners are expected to intuitively grasp the execution flow of queries and gain a deeper and more meaningful learning experience compared to conventional tools.

본 연구는 길 찾는 능력과 거리를 인식하는 능력이 떨어지고 많은 주의력에 어려움을 느끼는 노인을 위해 간헐적인 주의 집중만으로 보행 안내를 받을 수 있는 손목에 착용하는 보행 보조 장치를 개발하기 위해 기존의 촉각 기술을 활용한 보행 보조 기술에서 시각 정보를 활용할 수 있도록 촉각 정보에 병행하는 시각 정보인 화면 UI에 초점을 맞추었다. 기술 수요자인 65세 이상 노인 30명에게 스마트워치를 착용시키고 Wizard of Oz로 네 가지 화면 UI로 길을 찾아가도록 지시한 후 각 화면 UI에 대한 평가 및 사후 인터뷰를 진행하였다. 선호도 순위, 경로를 이탈한 사람의 수, 경로 이탈 횟수에 대해 정량적 분석을 실시하고, 사후 인터뷰를 통해 수집된 사용 경험에 근거해 새로운 이해를 얻고자 질적 연구 방법론인 grounded theory로 정성적 분석을 진행하였으며, 본 연구 결과를 바탕으로 모순적인 요구사항을 가진 노인의 손목시계형 보행 보조 장치 개발 및 후속 연구를 위한 시사점을 도출하였다.

For the elderly whose path-finding capability and distance perception abilities have been weakened, the study intends to provide UI design of a wrist type walking aid device which allows the elderly to receive both visual and haptic information that induces the elderly' occasional attention by utilizing currently available haptic technology. The study asked 30 the elderly older than 65 years old, target consumers of the technology, to wear a smart watch and find a path by following the directions provided by four different UI versions of Wizard of Oz. Then, the study has conducted post-experience interview. Quantitative analyses was performed their preference level, number of misguided participants and the number of deviations incurred. Based on the data collected, the study has applied grounded theory, a qualitative research methodology, in order to grasp new understanding about the research, and has consequently reached some significant implications for further research on wrist type walking aid device for the elderly, who show self-contradictory demands.

이 연구는 보편적 학습설계(UDL)에 기초한 미술수업이 중학교 정신지체학생의 사회적 상호작용 및 사회적 능력에 미치는 효과를 규명해 보고자 하였다. 통합교육환경에서 보편적 학습설계(UDL)에 기초한 미술프로그램을 7명의 정신지체 학생들을 대상으로 실시하였다. 검사도구로는 Walker-McConnell 척도 검사와 사회적 상호작용행동 관찰지를 사용하였고, 자료처리는 평균과 표준편차를 산출하였으며 실험집단의 사전․사후검사의 차이를 비교하였다. 연구가설을 검증하기 위한 자료처리는 SPSS프로그램을 사용하였고, 사전․사후검사의 유의미한 차이에 대해 t검증을 실시하였다. 연구결과, UDL 중재가 중학교 정신지체학생의 사회적 능력 향상과 사회적 상호작용행동의 빈도 증가에 유의미하게 영향을 미치는 것으로 나타났다.

The purpose of this study was to investigate the effects of integrated visual art instruction based on universal design for learning(UDL) on social interaction of students with mental retardation in middle school. In this study, the integrated visual art instruction based on universal design for learning of 12 sessions was carried out, with 7 students with mental retardation in integrated learning environment. Walker-McConnell scale test and social interaction behavior observation form were used as an inspection tool, and the mean and standard deviation were calculated for data processing, thereby comparing the differences between pre and posttest of the experimental groups. SPSS programs was utilized to verify and examine research hypothesis, and t-test on the significant differences between pre and posttest. The study results were as follows. First, The integrated visual art instruction based on universal design for learning intervention had significant effects on the improvement social ability middle school students with mental retardation. Second, The integrated visual art instruction based on universal design for learning intervention had significant effects on the increase in frequency of social interaction behaviors of middle school students with mental retardation. As a result of this study, it is concluded that the integrated visual art instruction based on universal design for learning intervention has positive effects on social interaction and social competences. Universal design for learning intervention guarantees the students with mental retardation opportunitien opplearn and participen opprough active support in incluive classroom.