This study aims to enhance kiosk accessibility for digitally vulnerable users by designing and implementing a new type of kiosk interface that integrates AI-based motion and speech recognition technologies with gamification elements. Users can explore functions without touch using hand gestures and naturally learn how to operate the system through immersive interactions with mini-games. To evaluate the system’s effectiveness, a Focus Group Interview (FGI) was conducted with older adults, and a heuristic evaluation was carried out with UI/UX experts. The results showed that the proposed interface effectively lowered entry barriers and encouraged repeated use. However, some improvements were identified in visual guidance elements. This study goes beyond conventional UI improvements and serves as an experimental attempt to innovate kiosk user experience through AI technologies and gamified design.

이 논문에서는 게이트 절연막 위에 vapor deposition polymerization(VDP)방법을 사용하여 성막한 유기 점착층을 진공 열증착하여 유기 박막 트랜지스터(OTFTs)소자를 제작할 수 있음을 증명하였다. 우리가 제작한 Staggered-inverted top-contact 구조를 사용한 유기 박막 트랜지스터는 전기적 output 특성이 포화 영역안에서는 포화곡선을, triode 영역에서는 비선형적인 subthreshold를 확실히 볼 수 있음을 발견했다. 0.2μm 두께를 가진 게이트 절연막위에 유기 점착층을 사용한 OTFTs의 장 효과 정공의 이동도와 문턱전압, 그리고 절멸비는 각각, 약 0.4cm2/Vs, -0.8V, 106 이 측정되었다. 게이트 절연막의 점착층으로써 폴리이미드의 성막을 위해, 스핀코팅 방법 대신 VDP 방법을 도입하였다. 폴리이미드 고분자막은 2,2bis(3,4-dicarboxyphenyl)hexafluoropropane dianhydride(6FDA)와 4,4'-oxydianiline(ODA)을 고진공에서 동시에 열 증착 시킨 후, 그리고 150℃에서 1시간, 다시 200℃에서 1시간 열처리하여 고분자화된 막을 형성하였다. 그리고 점착층이 OTFTs의 전기적 특성에 주는 영향을 설명하기 위해 비교 연구하였다.

There are two types of unaccusative verbs in English: change-type verbs and happen-type verbs. Korean learners of English seem to have serious acquisition problems of these verbs. The purpose of this study is to find the way to increase the acquisition rate of these verbs depending on two kinds of teaching methods: explicit focus-on-form instruction and implicit focus-on-form instruction and to observe which instructional technique is more effective in the Korean EFL learners' acquisition of these verbs. Through 10 weeks of instruction, this study showed that the learners who received the explicit focus-on-form instruction performed better than those who received the implicit instruction regarding the learning of English unaccusative verbs. Therefore, these results can be interpreted as providing evidence for facilitating the effectiveness of input enhancement for the L2 learning of English unaccusative verbs.