• Journal of the International Relations & Interdisciplinary Education
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• v.1 no.2
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• pp.68-79
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• 2021

This study tried to analyze the case of character education class using reading for pre-primary early childhood teachers. To this end, the criteria for character education were established based on literature research, and a list of books appropriate for it was selected, and then applied to practice. The goal of character education class using reading for pre-school teachers is to cultivate the character that an early childhood teacher should have and to develop the ability to apply character education program through reading to young children. This study selected books based on the contents of personality virtues after taking a course on the concept and theory of personality contents for college students who are taking the 'personality and emotional reading' course in their major. Therefore, this study is meaningful in that it presents contents that can be practiced in connection with the family as a personality education program that can be applied not only to pre-primary teachers, but also to early childhood teachers and young children.

• Science of Emotion and Sensibility
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• v.24 no.3
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• pp.61-70
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• 2021

Because the educational significance of reading activities for growing children is so great, the importance of reading cannot be overemphasized. While the reading volume of elementary school students in Korea is very high, as they go up to middle school, the reading volume falls rapidly. This study examined a more effective way to resolve this middle school reduction in reading volume. Middle school freshmen were surveyed on their reading habits and preferences in the sixth grade of elementary school, after which the groups were divided into two groups based on their averages; groups with high/low reading habits and groups with high/low reading preferences). Participants also wrote reading reports for six weeks, kept a record of the days of the week they read for more than 20 minutes, and noted down the time they read in minutes. It was found that 75% of participants did not read one book a week when in the sixth grade of elementary school and it was confirmed that reading many books and liking to read were elements that had different dimensions. For example, about 35% of the participants said they liked books but rarely read them. It was also confirmed that the reading habits formed in elementary school were a strong variable that affected the number of days that and the reading time of middle school students rather than the reading preferences formed in elementary school. This study concluded that a subjective attitude toward reading and actually reading were completely different problems, which suggested that 'habits' could have a greater influence than 'preferences' when performing tasks to achieve goals.

• Science of Emotion and Sensibility
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• v.18 no.4
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• pp.119-128
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• 2015

The demand of reflective display devices are increasing by widespread of electronic books. In this study, the emotional and reading state for reading material of paper books, reflective display, and LCD display were compared to each other. In order to determine the consumers' sensibility of E-ink e-book the emotional assessment of three different types of books was evaluated following with readability assessment and preference experiment. These experiments controlled contents on the screen by using masks to hide hardware aspects of contents. The results of the sensibility reactions by emotional-vocabulary-experiment using semantic scale show that E-ink is closer to paper than LCD. The readability and preference questionnaire for the experimental results show that e-ink is preferred than LCD and paper was preferred or seem similar to E-ink. The conclusions shows that E-ink and paper has similar sensibility and E-ink e-book is expected to replace paper books.

• Proceedings of the Korean Society for Emotion and Sensibility Conference
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• 2011.05a
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• pp.29-30
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• 2011

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.14 no.1
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• pp.211-217
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• 2014

The smart revolution led by Smart Phone in our daily lives is changing the paradigm in general. These smart revolution has provided us a lot of convenience, but on the other hand also appearing an inverse function. The host of the future of young people, especially by the excessive use of smart devices, there is a risk of side effects increased. In this study, the empirical analysis has been done to know how the used time of smart devices and youth sports activities affect to the emotional intelligence. Using regression analysis, the used time of smart devices showed negative relationship and the time of youth sports activities affected positively with the emotional intelligence. Additional analysis of the amount of reading also affected positively to the motional intelligence as a conclusion. Through this study, as a conclusion, traditional activities, namely sports activities and reading to help the youth developing emotional intelligence, while the use of smart devices inhibits the development of emotional intelligence of youth.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.8 no.5
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• pp.885-892
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• 2018

A series of revolutionary industrial changes took place from the 18th century of the First Industrial Revolution. The fourth industrial revolution is a new industrial revolution in which intelligence and information unite. Social, cultural, economic and educational systems are expected to emerge within the category of access and experience. In the course of intelligent mechanization, manpower and machinery need to be commandeered. Tools should be left to the machine and humans should look at essential issues. In the 4th Industrial Revolution, the paradigm of education should fundamentally change. Instead of routine technologies based on memorization, one should learn how to access and utilize. It needs to focus on areas of debate, cooperation, communication, sensibility, and artistry that robots and artificial intelligence can not afford. The fourth industrial revolution is the fusion of human beings and technology, the humanities and the technology.

• Journal of The Korean Association of Information Education
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• v.6 no.3
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• pp.328-337
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• 2002

Looking at multimedia education contents from a design point of view, the instructor's design model may differ from the child's understanding model due to gap of the instructor's and child's knowledge. This fact implies it impacts the effectiveness of the education contents. The learning efficiency of Korean typography in WBI for children depends on the font-family, line space, font-size, the age of user, the output device such as the monitor, and other various factors. In this paper, we measured and analyzed on readability of Korean typography in WBI for children by reading speed method. The results of experiments show that readability depends on the font-family of typography, age(grade), and sex of children. In detail, "Goolymche" has the shortest time to be read, and girl and the highest grade students of elementary school have shorter time than boy and the lower grade students. Moreover, we consider the elegance of typography in WBI for holding children's interests because they prefer "Yopseoche". We provide some CSSs in WBI for children based on the experimental results, to used in school fields.