본 연구는 조현병으로 진단된 환자들과 정상 대조군 간의 자기공명영상을 사용하여 대뇌 피질 하부 영역의 부피를 측정 하여 대뇌의 구조적 이상을 비교하였다. 자기공명영상 검사 후 획득된 3D T1-MPRAGE 영상과 FreeSurfer 소프트웨어 를 사용하여 대뇌 피질 하의 31개 영역의 부피를 측정하였다. 연구 결과는 조현병 환자군에서 양측 측뇌실, 양측 맥락얼기, 제3뇌실, 뇌척수액 영역의 부피가 정상 대조군보다 유의하게 증가했으며, 좌 우반구 피질, 좌측 시상, 좌측 해마 영역의 부피는 정상 대조군보다 유의하게 감소하였다. 또한, 측정된 대뇌의 부피값과 PANSS 총점수는 약한 음의 상관관계를 나타 내었다. 따라서, 본 연구에서는 자기공명영상과 FreeSurfer를 이용하여 조현병 환자의 대뇌 피질 하 부피를 측정하고 이를 정상 대조군과 비교하여 유의한 증가와 감소를 확인하였다.

Purpose – The purpose of this study is to conduct a monitoring study on the learning process of e-learning contents. This study has two research objectives. First, by conducting monitoring research on the learning process, we aim to explore the implications for content development that reflects future student needs. Second, we want to collect empirical basic data on the estimation of appropriate amount of learning. Research design, data, and methodology – This study is a case study of learner's learning process in e-learning. After completion of the study, an in–depth interview was made after conducting a test to measure the total amount of cognitive load and the level of engagement that occurred during the learning process. The tool used to measure cognitive load is NASA-TLX, a subjective cognitive load measurement method. In the monitoring process, we observe external phenomena such as page movement and mouse movement path, and identify cognitive activities such as Think-Aloud technique. Results – In the total of three research subjects, the two courses showed excess learning time compared to the learning time, and one course showed less learning time than the learning time. This gives the following implications for content development. First, it is necessary to consider the importance of selecting the target and contents level according to the level of the subject. Second, it is necessary to design the learner participation activity that meets the learning goal level and to calculate the appropriate time accordingly. Third, it is necessary to design appropriate learning support strategy according to the learning task. This should be considered in designing lessons. Fourth, it is necessary to revitalize contents design centered on learning activities such as simulation. Conclusions - The implications of the examination system are as follows. First, it can be confirmed that there is difficulty in calculating the amount of learning centered on learning time and securing objective objectivity. Second, it can be seen that there are various variables affecting the actual learning time in addition to the content amount. Third, there is a need for reviewing the system of examination of learning amount centered on 'learning time'.