본 연구에서는 요추 자기공명영상(magnetic resonance imaging, MRI)검사 시 통증으로 인해 표준 앙와위 (Supine) 자세를 유지하기 힘든 환자들을 대상으로, 딥러닝 기반 재구성 알고리즘인 AIR™ Recon DL을 적용한 측와위(Lateral decubitus) 자세 촬영의 임상적 실용성을 검증하였다. 기존 측와위 검사는 긴 촬영 시간과 신호대잡 음비(signal-to-noise ratio, SNR) 및 대조도대잡음비(contrast-to-noise ratio, CNR) 저하가 고질적인 문제였 으나, 본 연구에서는 가속 계수(AC 1.3) 상향과 유연한 30-channel AIR Coil을 통해 이를 극복하였다. 또한 자체 제작한 비자장용 고정 용구를 적용하여 측와위 자세에서의 환자 유동성을 최소화하고 움직임 인공물을 효과적으로 억제하였다. 분석 결과, 측와위 실험군의 SNR(p=0.651)과 CNR(p=0.476)은 앙와위 대조군과 통계적으로 유의미 한 차이가 없었으며, 6인의 전문가가 평가한 화질 점수 또한 동등한 수준으로 나타났다. 특히 평가자 간 일치도(ICC) 가 0.958로 매우 높게 산출되어 영상의 객관적 신뢰도를 입증하였다. 결론적으로 본 프로토콜은 검사 시간을 기존 대비 약 30% 단축하면서도 표준 영상에 준하는 화질을 제공함으로써, 통증 환자에게 심리적·신체적 부담을 주지 않고도 정확한 진단을 가능케 하는 환자 중심의 최적화된 대안임을 확인하였다.

This study investigates how non-experts learn to use generative AI image tools by comparing outcome-oriented tools (e.g., Midjourney, DALL·E) with process-oriented tools (e.g., ComfyUI). Outcome-oriented tools offer intuitive interfaces and immediate feedback, lowering initial cognitive load, while process-oriented tools provide advanced control but require higher effort to master. Using surveys with 15 participants and in-depth interviews with 6 users, this exploratory study examined cognitive load, sense of control, and motivation. Results show that outcome-oriented tools effectively engage beginners, whereas process-oriented tools foster sustained learning once early barriers are overcome. Based on these findings, a three-stage curriculum—Basic Exploration, Advanced Control, and Creative Application—is proposed to gradually reduce cognitive barriers and support long-term creative growth.

This study investigates the relationship between language learning strategy (LLS) preferences and AI writing tool use among 147 English as a Foreign Language (EFL) learners at a South Korean university. Participants were divided into two groups based on their preferred language learning strategies, as determined by the Strategy Inventory for Language Learning (SILL): memory/compensation strategies (Group 1) and metacognitive strategies (Group 2). The SILL survey was followed up with assessments on the participants’ use of AI writing tools and their reflections on how these tools were used in the writing process. Results revealed some minor correlations between specific strategy types and functions in AI writing tools— including preferences which suggest that metacognitive strategy users use AI writing tools for the development of ideas and structuring the writing process—but were limited due to individual learner variables which had not been measured. The findings provide directions for the consideration of language learning strategies when designing AI writing tools to create personalized and effective learning experiences.

Clues of importance contained in interactive processes between students with cultural diversity and networked systems can offer meaningful insights into effective instructional design. This paper revisits significant and seminal research contributions in the fields of technologically- mediated communication and culture to bring insights into designing effective technologically-mediated learning environments for culturally diverse students. In support this, a wide range of existing researches were reviewed. Mainstream of research focusing paralinguistic cuing and technologically- mediated communication were analyzed and then terms of culture and instructional design were elaborated in an attempt to prove the assumption of the study. Based on the literature presented thus far, there is good reason to conclude that technology-mediated communication involves a complex multimodal process requiring not only speech, but also gaze, gesture, and facial expressions. By furthering our understanding of the impact of cultural diversity in technologically- mediated learning environments, we surely ensure that more effective instructional designs emerge.