노인의 구강건강에 따른 영양섭취상태 비교: 2015년 국민건강영양조사 자료를 이용하여

장은혜(Eun Hye Jang),황세연(Se Yeon Hwang),김지혜(Jihye Kim),김석중(Seok Joong Kim),양윤정(Yoon Jung Yang) 한국식품영양과학회 2021 한국식품영양과학회지 Vol.50 No.5

본 연구에서는 국민건강영양조사 자료 제6기 중 2015년 자료를 이용하여 우리나라 65세 이상 노인을 대상으로 구강건강수준과 영양상태와의 관련성에 대해 분석하였으며 주요결과에 대한 요약은 다음과 같다. 가구소득이 낮을수록 본인인지 구강건강상태가 나쁘다고 응답한 사람들이 많은 것으로 나타났으며, 연령이 많을수록, 교육수준이 낮을수록, 가구소득이 낮을수록 씹기 문제가 있다고 응답한 사람들이 많았고 연령이 많을수록, 교육수준과 소득이 낮을수록, 현재 흡연자일수록 말하기 문제가 있다고 응답한 사람들이 많은 것으로 나타났다. 씹기 문제가 있는 그룹에서 리보플라빈의 섭취량이 씹기 문제가 없는 그룹보다 낮았고, 리보플라빈 섭취 부족자의 비율이 높았다. 말하기 문제가 있다고 응답한 그룹에서 견과류 및 종실류의 섭취와 버섯류의 섭취량이 말하기 문제가 없다고 응답한 그룹에 비해 낮았고, 식이섬유의 섭취량도 말하기 문제가 있다고 응답한 그룹에서 낮았다. 또한 철 섭취가 부족한 사람의 비율도 말하기 문제가 있는 그룹이 없는 그룹보다 유의적으로 높았다. 이처럼 구강건강상태 중 특히 씹기 문제와 말하기 문제가 있는 노인은 식품 및 일부 영양소의 섭취가 낮은 것으로 나타나 노인의 구강건강상태가 영양상태와 밀접한 관련이 있음을 확인하였다. 따라서 구강건강상태를 향상시키기 위한 구강건강관리와 균형적 영양섭취에 대한 중재가 필요한 것으로 사료된다. This study examined the general characteristics and nutritional status by oral health among the Korean elderly. The data from the 2015 Korea National Health and Nutrition Examination Survey (KNHANES) were used. The subjects were 1,352 old adults aged 65 years old and older. The oral health indicators were classified after completing a questionnaire asking about the experiences of toothache within the recent year, self-perception of oral health, chewing difficulty, and speaking difficulty. The group with poor self-perception of oral health had lower household income. The group with chewing difficulty showed older age, lower education status, and lower household income. The group with speaking difficulty showed older age, lower education status, lower household income, and higher current smoking. The group with speaking difficulty showed lower intakes of nuts and seeds and mushrooms. The group with chewing difficulty had a lower riboflavin intake than those without chewing difficulty. The group with speaking difficulty showed a lower intake of dietary fiber than those without speaking difficulty. Compared to the Korean Dietary Reference Intakes (KDRIs), the group with chewing difficulty showed a higher proportion of insufficiency in riboflavin intake than those without chewing difficulty. The group with speaking difficulty showed a higher proportion of insufficiency in iron intake than those without speaking difficulty. These findings showed that the elderly with chewing and speaking difficulties have a low nutritional status in some nutrients. Therefore, nutritional intervention and oral health care are necessary.

기계체조 세계선수권대회 남자 마루운동 연기내용분석-단체예선경기 1~12위 팀 중심으로-

김동화,이수근 국민체육진흥공단 한국스포츠정책과학원 2017 체육과학연구 Vol.28 No.4

[Purpose] The purpose of this study is to analyze the performance contents of men's floor exercise and to provide basic materials for achieving excellent results at world competitions. [Methods] Teams ranked 1 - 12 who participated in the World Championships' floor movement group competition selected a total of 59 players by the convenience sampling method and carried out technical statistics, frequency analysis, member variable variance analysis, and post hoc analysis. [Results] First, as a result of frequency analysis of the difficulty of each group, all the teams ranked 1 to 12 liked the most difficulty of C and found that they do not like the F difficulty the most. Secondly, there was a difference in average for each group's start score, ranking 1st to 4th> 5th to 8th> 9th to 12th place. Thirdly, there was a difference in average of difficulty levels for each group B, C, E, and it became very significant with E difficulty.Results of post hoc analysis B difficulty (9th to 12th> 1st to 4th, 5th to 8th), C difficulty (9th to 12th> 1st to 4th), E difficulty (1st to 4th> 5th to 8th ·9th to 12th). [Conclusion] These results show that in floor exercise, the art of more than C difficulty and the connection technology of A, B, C, difficulty, E and F, difficult difficulty such as difficulty, creative and dynamic performance composition is excellent It clearly states that it is a condition for getting results. [목적] 본 연구는 남자 마루운동의 연기내용을 분석하여 세계대회에서 우수한 성적을 거두기 위한 기초자료를 제공하는데 있다. [방법] 세계선수권대회 마루운동 단체경기에 참가한 1~12위 팀, 총 59명의 선수를 편의 표본추출방법으로 선정하여, 기술통계, 빈도분석, 일원변량분산분석, 사후분석을 실시하였다. [결과] 첫째, 각 그룹별 난도에 대한 빈도분석 결과 1~12위 팀 모두 C난도를 가장 많이 선호하고, F난도를 가장 선호하지 않는 것으로 나타났다. 둘째, 각 그룹별 시작점수에서 평균의 차이가 있었으며, 1~4위>5~8위> 9~12위순으로 나타났다. 셋째, 각 그룹별 B, C, E난도에서 평균의 차이가 있었으며, E난도에서 매우 유의하게 나타났다. 사후분석결과 B난도(9~12위>1~4위, 5~8위), C난도(9~12위>1~4위), E난도(1~4위>5~8위·9~12위)로 나타났다. [결론] 이러한 결과는 마루운동에서 C난도 이상의 기술과 A, B, C난도의 연결기술과 E, F난도와 같은 고난도 기술로 독창적이며 다이내믹한 연기구성이 우수한 성적을 거두기 위한 조건임을 명시해 주고 있다.

Predicting the Item Difficulty of a Simulated CSAT English Test Based on Corpus Analysis

엄혜랑 한국영어평가학회 2021 영어평가 Vol.16 No.1

This study investigates the relationship between linguistic features and item difficulty of a simulated College Scholastic Ability Test (CSAT) English test, based on a corpus analysis. The test used for the present study was a simulated CSAT English test administered in June 2020. Item difficulty data was collected from 101,386 students who took the test. For the corpus analysis, lexical and syntactic variables were measured by the Lexical Complexity Analyzer (LCA) and the L2 Syntactic Complexity Analyzer (L2SCA), the computational tool and were correlated with item difficulty (dependent variable) for 41 test items. According to the correlation analysis, one lexical variable and all syntactic variables were found to be significantly correlated with item difficulty. Also, the results of the multiple regression indicate that lexical sophistication and particular structures are related to item difficulty, explaining for approximately 55.1% of the variance in item difficulty. The results showed that the variables identified in the current study were explanatory in terms of predicting item difficulty of the CSAT English test. Therefore, the findings of this study have pedagogical implications for test developers and education policy makers in Korea, with regard to text characteristics and test difficulty. This study investigates the relationship between linguistic features and item difficulty of a simulated CSAT English test, based on a corpus analysis. The test used for the present study was a simulated College Scholastic Ability Test (CSAT) English test administered in June 2020. Item difficulty data was collected from 101,386 students who took the test. For the corpus analysis, lexical and syntactic variables were measured by the Lexical Complexity Analyzer (LCA) and the L2 Syntactic Complexity Analyzer (L2SCA). The computational tool and were correlated with item difficulty (dependent variable) for 41 test items. According to the correlation analysis, one lexical variable and all syntactic variables were found to be significantly correlated with item difficulty. Also, the results of the multiple regression indicate that lexical sophistication and particular structures are related to item difficulty, explaining for approximately 55.1% of the variance in item difficulty. The results showed that the variables identified in the current study were explanatory in terms of predicting item difficulty of the CSAT English test. Therefore, the findings of this study have pedagogical implications for test developers and education policy makers in Korea, with regard to text characteristics and test difficulty.

초등학교 "물체의 속력" 단원 수업에서 교사와 학생이 느끼는 교수,학습곤란도 분석

정하나 ( Ha Na Jung ),전영석 ( Young Seok Jhun ) 한국초등과학교육학회 2014 초등과학교육 Vol.33 No.1

The first purpose of this study is to distinguish difficult chapters in ‘Speed of objects’ chapter and find the factors which give difficulty to the teachers and students. Also, it attempts to compare the students’ assessment scores with the degree of difficulty in teaching and also with the degree of difficulty in learning. This report is expected to help science teachers develop their PCK(Pedagogical Content Knowledge) for teaching the chapter professionally. 15 teachers who had taught the ‘Speed of Objects’ chapter and their 386 students took part in the survey to acquire information about the difficulties in teaching and learning. 386 students also received a test to examine their understandings of the chapter. The results of this study are as follow; First, the degree of teachers` and students` difficulty is only affected by the contents, and the degree of onerousness felt by teachers is higher than that of students. Second, The topics caused higher difficulty to teachers were ‘Understanding the meaning of motion(2nd lesson)’, ‘Understanding the meaning and unit of speed(5th lesson)’, ‘Changing unit of speed(6th lesson)’, ‘Drawing a distance-time graph(7th lesson)’, and ‘Understanding the relative motion(10th). The topics that led higher difficulty to students were the contents of 5th, 6th, and 7th lessons. Third, the ‘Speed of Objects’ chapter can be divided into 4 types of difficulty according to the degree of teaching and learning; ‘Strong difficulty’, ‘Learning difficulty’, ‘Weak difficulty’, and ‘Teaching difficulty’. Last, students showed low achievement to the tasks that were related with ‘Strong difficulty’ and ‘Teaching difficulty’.

차례 : 가르치기 어려움에 대한 교육현상학적 검토 : 서양교육사에서

고요한 ( Yo Han Go ) 한국교육철학회 2012 교육철학 Vol.46 No.-

The purpose of this study is researching on educational difficulty in the history of western education. In other words, the goal and significance of this paper lies in knowing the essential meaning of education based on the norms of difficulty. The major method for this study is hermeneutical-anthropological pedagogy. My fundamental claim is the following: the essential nature of teaching is difficulty at any instructional condition and situations. Such a discrete idea was clearly identified and confirmed in the process of pedagogical anthropology. That is, through the consciousness of educational difficulty and critical review for the history of western education, I can cleary define the concept of educational difficulty. Educational difficulty was various ways for understanding by all audiences. Namely, various formulars were developed for understanding it according to the age, cultures, nations, ideology, etc.. But there are continuous characters on the way for understanding on educational difficulty. The results on research are as followings. In the primitive age, fundamental difficulty of education lies in the initiation ceremony. At the classical ancient time, the purpose of education was ``Politai`` with politike arete, in this educational conditions, instruction have a complex dimension politically as well as psychologically. At the medieval age, educational difficulty lies in the ``Askese`` for instructional methods. In the modern and conventional age, educational difficulty is more and more complex and confused on goals, methods, evaluations, etc.. Most of all, the major or key concept of educational difficulty in this world is the conflict between the two instructional principles, that is, objectivis and constructivism in education. At now, the schoolworks for instruction over all educational situations and conditions have a difficulty of traditional as well conventional dilemma. In conclusion, educational difficulty have formal, natural, original attribute and it is general and universal phenomenon.

가르치기 어려움에 대한 교육현상학적 검토

고요한(Go, Yo-Han) 한국교육철학회 2012 교육철학 Vol.46 No.-

The purpose of this study is researching on educational difficulty in the history of western education. In other words, the goal and significance of this paper lies in knowing the essential meaning of education based on the norms of difficulty. The major method for this study is hermeneutical-anthropological pedagogy. My fundamental claim is the following: the essential nature of teaching is difficulty at any instructional condition and situations. Such a discrete idea was clearly identified and confirmed in the process of pedagogical anthropology. That is, through the consciousness of educational difficulty and critical review for the history of western education, I can cleary define the concept of educational difficulty. Educational difficulty was various ways for understanding by all audiences. Namely, various formulars were developed for understanding it according to the age, cultures, nations, ideology, etc.. But there are continuous characters on the way for understanding on educational difficulty. The results on research are as followings. In the primitive age, fundamental difficulty of education lies in the initiation ceremony. At the classical ancient time, the purpose of education was ‘Politai’ with politike arete, in this educational conditions, instruction have a complex dimension politically as well as psychologically. At the medieval age, educational difficulty lies in the ‘Askese’ for instructional methods. In the modern and conventional age, educational difficulty is more and more complex and confused on goals, methods, evaluations, etc.. Most of all, the major or key concept of educational difficulty in this world is the conflict between the two instructional principles, that is, objectivism and constructivism in education. At now, the schoolworks for instruction over all educational situations and conditions have a difficulty of traditional as well conventional dilemma. In conclusion, educational difficulty have formal, natural, original attribute and it is general and universal phenomenon.

여자 마루운동의 세계우수선수와 국내선수의 연기 내용에 관한 비교 분석

전혜령(Hea Ryeong Jeon) 한국체육측정평가학회 2010 한국체육측정평가학회지 Vol.12 No.2

본 연구의 내용을 조사하기 위하여 제 90회 전국체육대회의 체조 경기 중 종목별 마루운동 결승경기와 2009 세계선수권대회 (런던)의 체조 경기 중 종목별 마루운동 결승경기를 촬영하여 난도 및 연기내용을 국제체조연맹(FIG)에서 규정한 여자채점규칙집(Code of point 2009)에 의거하여 기록하고 분석한 결과 다음과 같은 결론을 얻었다. 첫째, 전체 연구 대상의 마루운동 난이도 요소에 대한 분석에서 한국선수는 평균 11.29개, 세계선수는 평균 12.0개로 나타났으며 한국선수들은 C난도 2.71회와 D난도 2.29회로 활용한 것으로 나타났으며, 세계선수들은 C난도 3.29회와 D난도를 평균 2.57회 그리고 E난도를 1.43회를 실행하였다. 둘째, 난도 가치 0.30을 받을 수 있는 C난이도를 비교해보면 세계선수들은 6종류로 7명의 총 23회를 실시한 것으로 나타났으며 한국선수들도 6종류로 총 20회를 실시하였다. 셋째, 난도 가치 0.40를 받을 수 있는 D 난이도를 한국선수는 3종류로 7명의 총 16회를 실시하였으나 세계선수들은 기술의 종류에서 한국선수들보다 두 배가 넘어서는 총 8종류의 요소로 총 18회를 실시한 것으로 나타났다. 넷째, 난이도가치 0.5를 받을 수 있는 E 난이도를 한국선수는 2종류의 요소로 총 3회를 실시하였으며 세계선수는 5종류의 요소로 총 10회를 실시하였다. 다섯째, 연결가치에서 세계선수는 총 11종류의 연결가치를 활용하면서 총 14회를 실시하였다. 0.1의 연결가치 점수를 받는 연결요소는 7가지였으며 0.2의 연결가치 점수를 받는 연결요소도 7가지를 활용하였다. 한국선수는 3종류의 연결가치를 활용하면서 총 5회를 실시하여 0.1의 연결가치 점수를 받는 연결요소로만 실행하였다. To survey the contents of this study, it did shoot the process of the final floor exercise game by item out of gymnastics competition for the 90th National Sports Festival, and of the floor exercise game by item out of gymnastics competition for 2009 World Championships (London), by using KODAK(KCSJA 82700606), and recorded and analyzed the difficulty level and performance contents based on Code of point 2009 for women prescribed by FIG(Federation Internationale de Gymnastique). As a result, the following conclusions were obtained. 1. In the analysis on difficulty level of floor exercise in the whole research subjects, it was indicated to be averagely 11.29 pieces for Korean players and to be averagely 12.0 pieces for world players. Korean players were indicated to have utilized 2.71 times for C level of difficulty and 2.86 times for D level of difficulty. World players carried out 3.29 times for C level of difficulty and 2.57 times for D level of difficulty on the average, and 1.43 times for E level of difficulty. 2. Given comparing C level of difficulty available for receiving 0.30 in difficulty value, the world players were indicated that 7 players carry out totally 23 times with 6 kinds of elements. Korean players were indicated that one player carried out averagely by 2.86 times while 7 players carry out totally 20 times with 6 kinds of elements. 3. As for D level of difficulty available for receiving 0.40 in difficulty value, Korean players were indicated that one player carried out averagely 2.29 times by which 7 players carried out totally 16 times with 3 kinds of elements. However, world players were indicated that 7 players carried out totally 18 times with totally 8 kinds of elements, which exceed the double compared to Korean players in the kinds of skills. 4. As for E level of difficulty available for receiving 0.5 in difficulty value, Korean players carried out totally 3 times with 2 elements. World players carried out totally 10 times with 5 kinds. 5. In the connection value, the world players carried out totally 14 times while utilizing the connection value in totally 11 kinds. Korean players carried out totally 5 times while utilizing the connection value in 3 kinds, thereby having carried out only with connection element of receiving score in 0.1 of connection value.

2022년 세계선수권대회 우수선수와 국내우수선수의 철봉종목 연기내용 비교분석 -개인종합경기 1~8위를 중심으로-

김동화,강주원 한국체육교육학회 2022 한국체육교육학회지 Vol.27 No.5

Purpose: The purpose of this study is to provide information to athletes and leaders in the field as basic data for winning international competitions by analyzing the postponement of steel bar events by world excellent athletes and domestic excellent athletes. Methods: A total of 24 athletes were selected for the top eight players in the world championships, the top eight in the individual pressure in the national team, and the top eight in the high school individual competition in the 103rd National Sports Festival. For image analysis of the three groups, a scoring table for comparing and contrasting images captured by a video camera was used. For data processing, frequency analysis, one-way ANOVA, and post-analysis were performed using the SPSS26.0(Ver) statistical program, and the significance level was α=.It is set to 05. Results: First, the frequency analysis of the difficulty of acting in steel bar events by three groups showed that the world championship group preferred D difficulty, the starting group preferred C difficulty, and the national sports high school group preferred B difficulty, and all three groups did not conducted F difficulty. Second, as a result of a comparative analysis of the starting score of steel bar stocks by group, the three groups are F=9.952, P<.It was found that there was a significant difference in the level of 001, and as a result of post-analysis, the world championship group was the highest, followed by the selection group and the national sports high school group.As a result of the comparative analysis of the difficulty of the smoke composition of the steel bar category by group, A difficulty level F=15.075 p<.001, B difficulty level F=8.438 p<.01, D difficulty F=9.126, p<.01, E difficulty F=5.553, p<.The average difference was found at the level of 05, and in particular, a very significant difference was shown in the difficulty level of A. As a result of the post-analysis, it was large in the order of the national sports high school group, the selection group, and the world championship group in the difficulty of A and B, while it was large in the order of the world championship group, the selection group, and the national sports high school group in the difficulty of D and E. Conclusion: In order for Korean athletes to win prizes at international competitions, the starting score must be increased, and in order to increase the starting score, it is believed that high-level technology composition and connecting technology composition are necessary. 목적: 본 연구는 세계우수선수와 국내우수선수의 철봉 종목 연기내용을 분석하여 국제대회에 입상하기 위한기초자료로서 현장에 있는 선수 및 지도자들에게 정보를 제공하는데 목적이 있다. 방법: 세계선수권 상위 8명, 국가대표 선발전 개인종합 상위 8명, 103회 전국체육대회에 출전한 고등부 개인종합 상위 8명으로 총 24명의 선수를 대상으로 편의표본추출방법을 사용하였다. 세 집단의 영상분석을 위해서 비디오카메라로 촬영된 영상을 비교, 대조를 위한 채점표를 사용하였다. 자료처리는 SPSS 26.0(Ver) 통계프로그램을 사용하여 빈도분석, One-way ANOVA, 사후분석을 실시하였고 유의수준은 α=.05로 설정하였다. 결과: 첫째, 세 그룹별 철봉 종목 연기구성 난이도에 대한 빈도분석 결과 세계선수권 그룹은 D난이도, 선발전 그룹은 C난이도, 전국체전 고등부 그룹은 B난이도를 가장 선호하는 것으로 나타났고 세 그룹 모두 F난이도를 실시하지 않은 것으로 나타났다. 둘째, 그룹별 철봉 종목 시작점수에 대한 비교분석 결과 세 그룹은F=9.952, P<.001 수준으로 유의한 차이가 있는 것으로 나타났으며, 사후분석결과 세계선수권 그룹이 가장 높고 선발전 그룹, 전국체전 고등부 그룹 순으로 점수 차이가 나타났다. 그룹별 철봉 종목 연기구성 난이도에대한 비교분석 결과 A난이도 F=15.075 p<.001, B난이도 F=8.438 p<.01, D난이로 F=9.126, p<.01, E난이도F=5.553, p<.05 수준으로 평균차이가 나타났으며, 특히 A난이도에서 매우 유의한 차이를 나타냈다. 사후분석 결과 A, B난이도에서 전국체전 고등부 그룹, 선발전 그룹, 세계선수권 그룹 순으로 크게 나타났고, 반면D, E난이도에서 세계선수권 그룹, 선발전 그룹, 전국체전 고등부 그룹 순으로 크게 나타났다. 결론: 우리나라 선수들이 국제대회에서 입상을 하기 위해서는 시작점수를 높여야 하며, 시작점수를 높이기위해서는 고난이도의 기술구성과 연결기술의 종목구성이 필요한 것으로 사료된다.

태권도 품새 동작의 난이도 분석을 위한 표준화 연구

조은형 ( Eun Hyung Cho ) 국기원 2015 국기원태권도연구 Vol.6 No.1

본 연구는 전문가의 면담을 통해 현행 태권도 유급자 및 유단자 품새 기술 동작의 체계적 분류에 의한 내용분석과 난이도 개념 정의와 정의된 개념을 바탕으로 현행 태권도 품새 동작 및 기술 난이도 분류를 목적으로 진행하였다. 연구 결과를 요약하면 유급자 품새의 기본동작에 따른 난이도 등급을 분류한 결과, 태극 1장에 난이도1은 전체 7개, 난이도2는 1개, 난이도3에 해당하는 기술은 없었고, 태극 2장은 난이도1은 8개, 난이도2는 1개, 난이도3에 해당하는 기술은 없었다. 태극7장은 난이도1이 10개, 난이도2는 11개, 난이도3은 3개로 분류되었다. 기본동작 구분에 따른 난이도 등급 분류를 살펴보면, 서기, 지르기, 막기 동작은 태극 1장에서 8장까지 전반에 걸쳐 난이도1에 해당하는 기술이 많이 분류되었다. 유급자 품새 기술 난이도는 난이도1에 해당하는 기술 수는 24개, 난이도2에 24개, 난이도3은 6개로 분류되었다. 유단자 품새의 난이도 등급을 분류한 결과,고려 품새 난이도1은 전체 22개, 난이도2는 4개, 난이도3은 2개로 분류되었으며, 금강 품새의 경우는 지르기, 찌르기, 차기 동작은 없었으며, 평원에서는 지르기, 찌르기 동작은 없으며, 난이도1은13개, 난이도2는 6개, 난이도3은 5개로 분류되었다. 이러한 결과는 태권도에서 겨루기에 이어 품새가 경기화 되면서 태권도 현장뿐만 아니라 관련분야 연구자들에게도 품새 기술의 구성에 대한관심이 높아지고 있다. 품새의 급은 수련기간에 따라 동작의 완성도가 높아지는 단계에 준하는 승급체계를 가지고 있으며 이러한 위계적 단계는 유단자 품새에서도 동일하게 적용되고 있는 것으로 인식되어 있다. 하지만 본 연구의 결과에 의하면 대부분의 품새는 급 또는 단의 변화에 따른동작의 다양성 및 변별력이 위계적으로 구성되어 있지 않다는 것을 알 수 있었다. The purpose of the study was to analyze the characteristics of Taekwondo Poomsae movements. Content analysis was conducted in an attempted to systematically classify Poomsae movements that are included in both Geup (Taegeuk Chapter 1 ~ 8) and Dan Grades (Koryo - Ilyeo) Poomsaes (Total 17). Poomsae text books currently used in Kukkiwon, KTA, WTF, and related previous studies were referenced for data collection. Descriptive statistics and contents analyses were conducted using PASW 18.0 Version Program. The results obtained in the present study can be summarized as follows. The research results of classification difficulty rating based on the default behavior of the stipendiary Poomsae, the Taegeuk Chapter 1 Level 1 is the total 7, Level 2, there was no technology available for 1, 3 difficulty, difficulty Taegeuk Chapter2 1 to 8, Level 2, there was no technique for the 1, Level 3. Taegeuk Chapter 7 Level 1, 10, 11 Level 2, Level 3 has been classified into three. Looking at the difficulty of classification according to the default behavior, classification, Seogi(stance), Makgi(block), stop motion has been classified a lot of technology for the Level 1 up to 8 from across the difficulty one. Poomsae technical difficulty stipendiary 24 for the number of technical difficulty. 1, 24 at Level 2, Level 3 has been classified to 6. After classifying the difficulty rating of black belt poomsae, Level 1, 22 total consideration Poomsae, 2, 4 difficulty, difficulty level 3 has been classified in two pieces, in the case of Geuk Poomsae is hectoring, Sting, the next action was not, in the plains hectoring, there is no sting operation, difficulty 13 1, Level 2, 6, Level 3 were classified into 5.

운전 외 작업의 난이도에 따른 운전자의 시선 고정 및 제어권 전환 수행도 연구

윤용덕,오형석,명노해 대한인간공학회 2021 大韓人間工學會誌 Vol.40 No.1

Objective: The aim of this study is to investigate driver's gaze fixation and takeover performance according to difficulty of a non-driving related task (NDRT). Background: NDRT has significant effect on driver's behavior in an automated vehicle. When NDRT is being performed, it is impossible for drivers to react immediately to takeover request. The more driver is engaged on NDRT, the less takeover performance will be. Therefore, it is necessary to identify which factors cause drivers to shift their gaze to NDRT. There might be many factors that attract driver's gaze, but in this paper, we will identify driver's gaze fixation and takeover performance with NDRT difficulty. Method: To investigate effects of NDRT difficulty on driver's gaze fixation and takeover performance, experiment was conducted through a driving simulator. NDRT difficulty was classified by 5 levels. The participants performed five trials depending on difficulty levels. During the experiments, fixation duration and eyes-on time was measured by eye-tracker and takeover time was recorded through driving simulator. Results: First, NDRT difficult has a significant effect on driver's fixation during autonomous driving. As considering %fixation duration, driver's gaze was fixated longer in the first and fifth level of difficulty than others. Also, there was a significant effect on takeover time. In the fifth level of difficulty, takeover time was longer than other levels of difficulty. However, eyes-on-time was constant depending on NDRT difficulty. Conclusion: NDRT difficult has a significant effect on driver's gaze fixation and takeover performance. %fixation duration and takeover time represented a u-shape depending on NDRT difficulty. Application: The results of the study could be utilized in in-vehicle infotainment of automated vehicles. This results make interaction between humans and automated vehicles much better.