In this paper, we propose a method for diagnosing overload and working load of collaborative robots through performance analysis of machine learning algorithms. To this end, an experiment was conducted to perform pick & place operation while changing the payload weight of a cooperative robot with a payload capacity of 10 kg. In this experiment, motor torque, position, and speed data generated from the robot controller were collected, and as a result of t-test and f-test, different characteristics were found for each weight based on a payload of 10 kg. In addition, to predict overload and working load from the collected data, machine learning algorithms such as Neural Network, Decision Tree, Random Forest, and Gradient Boosting models were used for experiments. As a result of the experiment, the neural network with more than 99.6% of explanatory power showed the best performance in prediction and classification. The practical contribution of the proposed study is that it suggests a method to collect data required for analysis from the robot without attaching additional sensors to the collaborative robot and the usefulness of a machine learning algorithm for diagnosing robot overload and working load.

G-러닝은 게임기술과 게임이론을 바탕으로 교육용 콘텐츠를 개발하고, 개발된 콘텐츠를 사용자들이 사용하면서 학습하는 것을 말하며, 게임 시장의 유망한 분야로 널리 연구되고 있다. 하지만 현재까지 나온 대부분의 G러닝 콘텐츠는 학습적인 요소들만을 강조하고, 제작하는데 에 많은 어려움을 있기 때문에 사용자들이 재미가 떨어지고, 궁극적으로 교육적인 효과까지 떨어지는 문제가 있다. 본 논문에서는 이러한 G러닝 콘텐츠를 사용하는 사용자들이 재미와 교육적인 효과를 모두 얻을 수 있도록 가상 애니메이션 장르인 머시니마 기술을 사용하였다. 제안된 시스템은 사용자들이 G러닝 콘텐츠를 머시니마 기법을 사용하여 쉽게 제작하고, 제작된 콘텐츠가 사용자들의 커뮤니티에 의해서 확대 및 재생산 되도록 함으로써, 사용자들의 참여를 유도 하였다. 제안된 시스템은 RPG 게임에 나오는 요소들을 이용하여 블록 맞추기 및 최소 거리 찾기 등의 문제를 해결해 나가는 교육요소를 적용하였다.

This paper aims to examine theoretical foundations of and empirical evidence for collaborative ESL writing pedagogy and suggest it as an alternative model to traditional approaches in writing instruction. The history of research on collaborative tasks in teaching writing is relatively short and it received explicit attention in the mid 1980s (Doheny-Farina, 1986; Odell, 1985). The need for research in collaborative writing in ESL/EFL classroom is justifiable from philosophical, psycholinguistic, pedagogic, and psychological points of view. A brief history, types, and essential elements of collaborative ESL writing instruction are presented. In an attempt to investigate how these rationales and elements are realized in actual pedagogic processes, a case study was conducted based on an observation of a collaborative task-based ESL writing class at a US university. Classes for a full thematic unit, consisting of eight hours, were observed. A variety of carefully designed collaborative activities implemented in the ESL writing class illustrated clear benefits of collaborative writing pedagogy. Pedagogical implications for writing classes in EFL contexts are also discussed.

This study examines the effects of corpus-based collaborative learning on the intake of grammar rules among high school students. This study is grounded on three theoretical backgrounds: Grammar teaching based on a large amount of input enhances intake; peer interaction promotes learners’ participation and has positive effects on their academic achievement; and discovery instruction stimulates learners’ motivation and helps them notice rules, leading to the conversion of input into intake. The subjects were divided into two groups, each group consisting of 60 students. The subjects studied six grammar rules over a period of six weeks. Group 1 did small group activities with the materials extracted from the COBUILD corpus, while Group 2 was given the teacher’s explanation of each rule with some examples designed to show how the target rule works. After each grammar lesson, both groups took a post-test. The results indicate that (a) corpus-based grammar learning helps engage learners in the learning process and raise their grammar awareness, (b) corpus-based learning facilitates noticing and identifying the target form better than its meaning and (c) peer interactions in a small group have positive effects on the intake of grammar rules.

Purpose – The goal of this study is to analyze the differences in education performances between students of the government's financial support program and those who do not receive support at a local university in Korea. Research design, data, and methodology - The questionnaire used was NASEL. NASEL is considered a highly suitable survey tool for professors, courses, and performances in Korean universities. The 290 students who participated and 44 students do not participate in the financial support program were surveyed for 10 days. The characteristics of students were investigated by frequency analysis and technical statistics. The analysis of student collective characteristics used independent t and f-tests,and one-way ANOVA with IBM SPSS Statistics 22.0 for statistical purposes. Results – The p-value of the group receiving financial support and the group without financial support in active-collaborative learning is 0.167. The p-value of the economically supported group and the non-supported group of the faculty-student interaction is 0.281. The confidence coefficient of the active-collaborative learning questionnaire is 0.861. The reliability coefficient of the questionnaire for the faculty-student interaction questionnaire is 0.871. Conclusions – There are no clear differences in active-collaborative learning and faculty-student interaction between participating and non-participating students in the economic program.

본 연구의 목적은 체육수업 상황에서 교사로부터 지각된 자율성 지지, 공동체 의식, 협력학습 및 내적동기 간의 구조적 관계를 검증하는 동시에 성별과 학년급 간 잠재평균과 구조모형의 적합도를 비교하는 것이다. 남녀 중고등학생 605명의 자료에 대해 구조방정식 모델을 이용하여 확인적 요인분석과 다집단 분석을 실시하였다. 분석 결과 교사의 자율성 지지는 학생들의 공동체 의식과 협력학습에 직접적으로 긍정적인 영향을 미치고, 공동체 의식과 협력학습은 내적동기에 직접 영향을 미치는 것으로 나타났다. 또한 학생들의 내적동기에 대한 교사의 자율성 지지 및 공동체 의식의 간접 효과를 확인하였다. 성별과 학년급 간 잠재평균 차이를 비교한 결과, 남학생은 여학생에 비해 교사로부터 지각된 자율성 지지와 내적동기 수준이 높지만 공동체 의식과 협력학습 수준에서는 차이가 없었다. 고등학생은 중학생에 비해 지각된 자율성 지지와 협력학습 수준이 낮지만 공동체 의식과 내적동기 수준의 차이는 유의하지 않았다. 모형 적합도를 비교한 결과 성별과 학년급 간 차이도 확인되었다.

The social interest for collaborative teaming and educational game has been increased. In this paper, we investigated the educational value of collaborative teaming and game. Based on this investigation, we propose an educational on-line game model for collaborative teaming. Although the proposed model is still conceptual design, it sufficiently shows that on-line RPG game can be a good collaborative teaming method for young children. We will perform a comparison study on the teaming achievement between the two methods: 1) the on-line game proposed in this paper, 2) the conventional educational method performed in normal school.