An Exploratory Study on the Metaverse-Based Learner-Centered English Learning Program: Focusing on Culture and Art Contents

Daeun Han(Daeun Han) J-INSTITUTE 2022 Robotics & AI Ethics Vol.7 No.2

Purpose: The purpose of this study is to develop an English learning program using metaverse that can create a variety of educational environments in a virtual space in the post-COVID era. This study was conducted with culture and art as the content subject, and it was designed so that students could experience various types of metaverse technology and mixed reality to increase their participation in learning and the learning effect. It also introduces effective online learning tools that can be used in metaverse-based English learning programs. Method: Students improve their English skills by examining museums with Google Earth and Art&Culture and exploring exhibits and materials related to Korean cultural assets there, exploring Korean cultural assets and art galleries using VR and AR, and collecting related cultural and artistic materials. . In addition, through the process of creating and presenting materials based on the metaverse, interaction was promoted, so that the understand-ing of each country's culture and arts and English ability could be improved together. Results: The English learning program presented in this study consists of various tasks such as experiencing culture and art contents through AR and VR, collecting cultural and art-related materials, and producing presen-tation materials. Roughly speaking, in the introduction part, learning objectives and key expressions are intro-duced by using the functions of the metaverse platform ZEP and the online learning tool 'edpuzzle', and motiva-tion is induced through videos. In the development stage, AR and VR-based apps such as ZEP, Google Earth, Art & Culture, etc. are used to visit museums in Korea or British and American countries, research related culture and art, and collect data. Then, by specifying the topic for each group, use ZEP, Google Earth, etc. to produce mate-rials that can be presented. After that, practical presentations using ZEP and feedback (instructors and colleagues) are provided. In the final organizing stage, there may be quiz solving using QuizN and sharing opinions about the class through online learning tools such as Jamboard and Padlet. Conclusion: In this program, ZEP, a metaverse platform capable of interactive communication such as various avatars, virtual theme spaces, images, and PDFs, was used to enable task execution and practical interaction. In addition, by using various online learning tools in a new environment and context, students will be able to develop self-directed learning skills, problem-solving skills, and digital literacy skills. Through this metaverse-based Eng-lish learning program, learners will be able to experience various forms of cultural arts and realistic content, and furthermore, they will be able to participate in convergence cultural thinking expansion and future-oriented clas-ses.

An Analysis of Korean EFL Learners’ Experience on English Classes Using AI Chatbot

Daeun Han J-INSTITUTE 2021 Robotics & AI Ethics Vol.6 No.3

Purpose: The purpose of this study is to conduct English classes using AI chatbots, which are rapidly emerging as keywords for society as a whole, and to qualitatively analyze learners learning experiences through learners responses revealed in the process. Method: For this purpose, an English class using AI chatbot was applied for one semester to 23 first-year stu-dents attending A middle school, and 4 of them were selected as research participants. For data collection, in-depth interviews were conducted with the 4 students who experienced English classes using AI chatbots to closely examine their thoughts and attitudes. Qualitative content analysis, a research method that reveals patterns and topics of content through the coding process, was adopted, and the transcribed data was uploaded to Tar-get(taguette.com), an online free analysis tool, for analysis. Results: As a result of the study, the students experienced increased English proficiency including speaking and listening skills, changed their motivation and attitude toward learning English, increased interest in learning Eng-lish, decreased anxiety in learning foreign languages, difficulties with chatbot utterance speed and difficulty, and chatbot response limitations. Conclusion: Through the results of this study, it was possible to an in-depth examination of the changed learn-ing experiences of students and the expansion of learning methods suitable for the era of the 4th industrial revo-lution in the future. Therefore, in the EFL environment such as Korea, AI chatbots are highly likely to be used as an effective tool in terms of English learning and learners affective domain, which is expected to maximize the effec-tiveness of English education.

Exploration for Educational Application of Metaverse: Focusing on Implication for Use in English Education

Daeun Han J-INSTITUTE 2022 Robotics & AI Ethics Vol.7 No.1

Purpose: As the non-face-to-face situation triggered by COVID-19 continues for a long time, the desire to experience a sense of reality and realism even through an online virtual environment is increasing, and the metaverse is emerging as an alternative in the field of education. Therefore, the purpose of this study is to examine the meaning of metaverse, which has become a hot topic in recent years, from an educational point of view and to suggest the possibility of its application in English education. Method: The social and cultural paradigm of the 4th industrial revolution has brought many changes to the education field and is now expanding into a new area with the metaverse. In this study, what kinds of studies and use cases are related to the recent metaverse in Korea, and what are the types and characteristics of the metaverse that are mainly used. In addition, I would like to examine the characteristics that appear in the application process of educational activities using the metaverse reported in this study, how these characteristics can be grafted into English and teaching and learning activities, and what advantages there can be. Results: As a result of analyzing this from the educational aspect, positive factors of metaverse such as an increase in the educational presence and class participation, alleviation of anxiety, immersive learning, and interest and motivation were selected, focusing on the implications for use in English education. It showed potential for use as a tool. As such, it is judged that the metaverse can play an important role at the center of the future English education that is rapidly changing due to the non-face-to-face situation and the 4th industrial revolution technology. Conclusion: The metaverse can overcome the sense of physical distance, and if the existing metaverse platform is used to the maximum to configure a space suitable for the purpose of learning and provide content, a qualita-tive teaching and learning space can be provided. In the future, based on this study, we expect various types of empirical research to examine the effectiveness by selecting a metaverse platform suitable for the purpose and target of English class and designing an actual class space.

The Preliminary Elementary School Teachers’ Perceptions and Attitudes on the Future English Education Using AI Technology: Focusing on the Students Majoring in English Education

Daeun Han J-INSTITUTE 2021 Robotics & AI Ethics Vol.6 No.1

Purpose: The purpose of this study is to investigate preliminary elementary school teachers’ perceptions and attitudes about the upcoming future English education, namely the fourth industrial revolution era. Method: For the research, 91 preliminary elementary school teachers were surveyed. As for a questionnaire form, this study defines preliminary elementary school teachers’ attitudes in the following categories; 1)interests in English education using AI technology, 2)innovation resistance and anxiety about English education using AI technology. Results: The results of the survey data were as follows. First of all, the preliminary elementary school teachers’ interest in the impact of AI technology on English education was high, but their interest remain at the ‘per-sonal’(1-2 stages) level. Second, the level of the preliminary elementary school teachers’ innovation resistance was not high, but the anxiety level was above average. They showed willingness to take AI technologies as in-structional tools and positive attitudes toward AI technology-embedded future classroom. On the one hand, they were anxious about a lack of knowledge about new teaching method and skills related with utilizing AI technology into their classroom. Conclusion: The curriculum should be the tailored curriculum to meet their level and needs, which was required in the fourth industrial revolution through the use of AI technologies. It is to show the possibility of using AI technology to learn English so that we can maintain the current positive perception of the English education using AI that the preliminary school teacher showed. Also, in order to be open to any paradigm changes related to English education in the era of the 4th industrial revolution, concerns and proposals for a new method of English education should be actively discussed. Finally, the university of education, which is a teacher training institution, need to introduce to preliminary elementary school teachers what AI technologies can be combined with English education and what are their characteristics, and to guide how AI technology is being applied to English education

A Study on Task-based Elementary English Speaking Classes using the Metaverse Platform ‘Gather.town’

한다은(Daeun Han) 학습자중심교과교육학회 2022 학습자중심교과교육연구 Vol.22 No.21

Objectives The purpose of this study is to present a teaching plan using a metaverse that allows elementary school learners to immerse themselves in learning with interest and interest as a task-oriented activity that can provide learners with opportunities to directly use English. Accordingly, a plan for elementary English speaking class was presented using Gather.town, one of the metaverse platforms. Methods For this purpose, this study first investigated current task-based instruction models and reformulated a task performance model for elementary English classes. For the task-based class design, the task-based instruction model of Willis (1996) and Skehan (1996) was modified to fit the purpose of this study, and according to the class development, it consisted of the pre-task stage (task introduction), task performance stage (speaking practice), and post-task stage (presentation). As a task-based activity for each stage, a lesson design method using Gather.town was introduced. Results The functions of Gather.town that can be utilized in each stage were introduced, and the class development and activity methods using the functions were presented. The metaverse-using class design model presented in this study can be used in whole or in part as a class operation plan according to the judgment of the teacher, considering elementary school students' cognitive development ability, task performance, proficiency, and English level. Conclusions Through realistic speaking tasks using metaverse, learners' immersion in the task situation can be increased, and it is expected to bring positive effects in terms of learners' interest in class and usefulness in learning to speak. In addition, the educational use of metaverse is expected to provide an opportunity to increase interest in English and improve the listening and speaking skills of English, which is a target language, by practicing English in an elementary English class environment where there are few opportunities to use English directly. 목적 본 연구의 목적은 학습자가 직접적으로 영어를 사용할 수 있는 기회를 제공할 수 있는 과제 중심 활동의 방안으로 초등학교 학습자들이 흥미와 관심을 가지고 학습에 몰입할 수 있는 메타버스를 활용한 수업 방안을 제시하는 것이다. 이에 메타버스 플렛폼 중 하나인 게더타운을 이용하여 초등 영어 말하기 수업 방안을 제시하였다. 방법 이를 위해 먼저 현재의 과제 기반 수업 모형을 탐색하고 초등 영어 수업을 위한 과제 수행 모형을 재구성하였다. 과제 기반 수업 설계를 위해 Willis(1996)와 Skehan(1996)의 과제 기반 교수 모형을 본 연구의 목적에 맞게 수정하였으며, 수업 전개에 따라 과제 전 단계(과제 소개), 과제 수행 단계(말하기 연습), 과제 후 단계(발표)로 구성하였다. 각 단계별 과업 중심 활동으로 게더타운을 활용한 수업 설계 방안을 소개하였다. 결과 각 단계에서 활용될 수 있는 게더타운의 기능을 소개하였고, 해당 기능을 사용하여 수업 전개 및 활동 방법을 제시하였다. 본 연구에서 제시한 메타버스 활용 수업 설계 모형은 초등학생의 인지 발달 능력과 과업 수행도, 숙련도 및 영어 수준을 고려하여 교사의 판단에 따라 수업의 운영 방안으로 전체 혹은 부분적으로 활용이 가능하다. 결론 메타버스를 활용한 실재성 있는 말하기 과제를 통해 학습자들의 과제 상황에의 몰입도를 높일 수 있을 것이며 학습자들의 수업에 대한 흥미도와 말하기 학습에의 유용성 면에서 긍정적 효과를 가져다 줄 것으로 판단된다. 또한 메타버스의 교육적 활용은 영어를 직접 사용할 기회가 적은 우리나라 초등 영어 수업 환경에서 영어 말하기를 실제와 유사한 상황에서 직접 연습하게 함으로써 영어에 대한 관심과 흥미를 증진시키고 목표어인 영어의 듣기 및 말하기 능력을 향상시킬 수 있는 기회를 제공할 수 있을 것으로 기대된다.

Transareolar-Perinipple (Areolar Omega) Zigzag Incision for Augmentation Mammaplasty

Han, Hyun Ho,Kim, Kenneth K.,Lee, Kee Hoon,Park, DaEun,Rhie, Jong Won,Ahn, Sang Tae,Lee, Paik Kwon Williams & Wilkins 2015 Plastic and reconstructive surgery Vol.135 No.3

BACKGROUND:: Optimal augmentation mammaplasty results not only from proper implant size and breast shape, but also from the minimization of postoperative scarring, especially in patients prone to hypertrophic scars. In this context, the authors present a transareolar-perinipple (areolar omega) zigzag approach. METHODS:: Between March of 2003 and June of 2012, a total of 613 patients underwent augmentation mammaplasty using a transareolar-perinipple incision. Among them, 45 patients received a classic (straight line) transareolar-perinipple incision, whereas 568 patients received a modified zigzag transareolar-perinipple incision. RESULTS:: Patients’ ages ranged from 21 to 60 years. Areola size varied from 2.3 to 4.5 cm in diameter. Follow-up duration ranged from 1 to 10 years, with an average of 2 years 7 months. Postoperative complications included capsular contracture, which occurred in 16 patients (2.6 percent). Nine patients (1.5 percent) had Baker class II and seven patients (1.1 percent) had Baker class III capsular contracture. Mild inferior displacement of the implant occurred in four patients (0.6 percent). The prevalence of areolar distortion was 3.4 percent. Nipple hypesthesia was found in approximately 70 percent of the patients, which returned to normal after 2 to 3 months. Based on third-party observers, 74.7 percent of patients who received zigzag transareolar-perinipple incision had excellent to good scarring results. CONCLUSIONS:: The transareolar-perinipple (areolar omega) zigzag incision resulted in satisfactory postoperative scarring and surgical results in Asian patients. This method increases the opening of the areolar incision and can be performed in patients with small (<3.5 cm) areolas. This approach can be an alternative in patients who are prone to hypertrophic scarring. CLINICAL QUESTION/LEVEL OF EVIDENCE:: Therapeutic, III.

Development of a calibration system for stable water vapor isotope measurements using Cavity Ring-Down Spectroscope

Lee, Daeun,Han, Yeongcheol,Kim, Songyi,Hur, Soon Do 극지연구소 2021 극지연구소 초록집 Vol.- No.-

Development of a calibration system for stable water vapor isotope measurements using Cavity Ring-Down Spectroscope

Lee, Daeun,Han, Yeongcheol,Kim, Songyi,Hur, Soon Do 극지연구소 2021 극지연구소 초록집 Vol.- No.-

급전 위치 변경을 통한 Fabry-Perot Cavity 안테나 이득 개선

최다은(DaEun Choi),한지은(JiEun Han),김동호(Dongho Kim) 한국전자파학회 2023 한국전자파학회논문지 Vol.34 No.5

본 논문은 급전 소자의 위치와 방사 방향을 변경하여 안테나 이득을 높일 수 있는 FPC(Fabry-Perot cavity) 안테나 설계방법을 제안한다. 제안한 방법으로 설계된 FPC 안테나는 기존 FPC 안테나에서는 고려하지 못한 전파의 위상을 제어할 수 있기 때문에 기존보다 평평한 파면을 형성하고 더 높은 이득을 실현할 수 있다. 또한, 본 논문에서는 부엽 준위를 낮추기 위해 부분반사표면(PRS: partially reflective surface) 셀의 반사 크기를 테이퍼링하였다. 제작된 FPC 안테나의 개구면 효율은 24 %로 기존 FPC 안테나보다 2배 이상 향상됐으며, −31.5 ㏈의 낮은 부엽 준위를 갖는다. In this study, we developed a new design method to enhance the gain of Fabry-Perot cavity (FPC) antennas by adjusting the source-feeding position. Our proposed FPC antenna utilizes wave phase manipulation, which has not been previously explored in conventional FPC antennas, to achieve a flat wavefront and improve antenna gain. The proposed method significantly increased the aperture efficiency to 24 %, which is double that of conventional FPC antennas. Additionally, we employed tapered reflection phases for the partially reflective surface (PRS) cells to reduce high sidelobe levels in FPC antennas. As a result, our proposed antenna exhibits an impressive sidelobe level of −31.5 ㏈.

Perceptions of Birth Family Search: Interviews with Adult Overseas Korean Adoptees about Post-adoption Services

Boon Young Han,Daeun Song,Kenzie Koo 재외한인학회 2012 在外韓人硏究 Vol.26 No.-