• Journal of KIISE:Computing Practices and Letters
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• v.16 no.6
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• pp.737-741
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• 2010

When implementing Enhanced TV services, the time synchronization between the video stream that forms the background and the data contents overlaid on audio/video is an important issue. Currently, however, the basic method of synchronizing the data in the MPEG-4 environment is based on absolute time values. For more efficient synchronization when developing Enhanced TV content, this paper proposes a content-based synchronization in which the data content varies depending on the video content. The proposed content-based synchronization method is implemented by defining BIFS nodes more widely, based on scene keywords, and then using the metadata of MPEG7.

• Bulletin of the Korean Space Science Society
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• 2010.04a
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• pp.29.2-29.2
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• 2010

항법분야에 있어서 위성항법시스템의 다양한 오차를 제거한 정밀한 위치 정보를 이용하여 이동체에 활용하는 연구가 진행되고 있다. 실제 환경에서 이동체를 이용한 항법실험을 수행하기 전 실제 환경과 유사한 가상의 실시간 테스트베드를 구축하여 알고리즘 테스트 및 검증 실험을 수행하려 한다. 이를 위해 이동체의 운동을 시뮬레이션하는 운동궤적제어시스템과 실제의 항법신호를 시뮬레이션하는 GNSS 시뮬레이터 사이의 시각동기화는 실시간 시뮬레이션을 구현하기 위해 필수적으로 요구된다. 동기화 되지 않은 시각정보는 이동체 운동궤적제어시스템에 의해 생성된 실제의 궤적과 GNSS 시물레이터로부터 생성된 궤적사이의 오차를 유발하여 항법수신기의 부정확한 항법신호를 유발한다. 이 연구는 GNSS 시뮬레이터를 이용한 실시간 테스트베드의 구축에 있어 필요한 이동체 운동궤적의 시각동기화 기술 개발을 목표로 한다. GNSS 시뮬레이터는 Spirent 사의 GPS 시뮬레이터가 사용되었다. 이동체의 위치, 속도, 가속도와 같은 움직임을 나타내는 운동에 관한 명령은 적용되어야 하는 정확한 시각이 함께 전송되므로, 이는 그 시각 이전에 GPS 시뮬레이터에 도달해야 한다. 따라서 1초(1 Hz) 또는 0.1초(10 Hz) 사이에 원격제어시스템과 GPS 시뮬레이터사이의 시각 동기화를 구현하였다. 시뮬레이터와의 시각정보 동기화를 위해 Amplicon사의 PCI-215 타이머카드를 이용하였고, 그 결과, 이동체 운동궤적제어시스템과 시뮬레이터의 시각정보를 $10^{-3}$ 내의 위치오차를 가지는 정밀도로 동기화됨을 확인할 수 있었다.

• Journal of Science Education
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• v.38 no.1
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• pp.78-95
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• 2014

Students' interest and motivation of a lesson can be deeply influenced by how their teacher starts his or her lesson. So the introduction part of math classes should be very carefully and thoughtfully designed. The goal of this study is to serve the foundation for developing the practical types of introduction part of math classes and to draw the implications for planning and teaching math classes. For these, 19 lesson plans titled by 'volume of cylinders' composed by elementary teachers and 2 lesson videos on the internet are analyzed. Finally, seven types of introduction parts of math class are probed and several implications are suggested.

• Journal of The Korean Association For Science Education
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• v.31 no.5
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• pp.758-769
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• 2011

This study was designed to investigate the relations of motivation to related variables, and the motivation by student's variables basically through measure of motivation system about science learning. For this, 496 fourth-grade students and 425 eighth-grade students were required to accomplish a questionnaire on behavioral inhibition/activation system about science learning (SL-BIS/BAS), and self-efficacy. Based on these materials, SLBIS/BAS by student's variables and relations between the system to self-efficacy were analyzed. The result of this study shows the following:First, the sensitivity about SL-BIS in the eighth-grade was higher than in the fourth-grade. But sensitivity about SLBAS and self-efficacy in the eighth-grade was lower than in the fourth-grade Hence, the difference in sensitivity about SL-BIS/BAS agree with difference in motivation. Second, there were low negative correlation with SL-BIS and self-efficacy, and positive correlation with SL-BAS and self-efficacy. In addition, two systems account for 41% of self-efficacy, it showed that SL-BIS/BAS relates to self-efficacy. Through the results of this study, relations of motivation to related variables, and the motivation by student's variables were identified. These results would be helpful for teachers to understand the difference about motivation by students' variables and to make a plan for the appropriate strategies for learners.

• Journal of the Korean Applied Science and Technology
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• v.37 no.4
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• pp.807-819
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• 2020

The purpose of this study is to investigate the relationship between the motivation to participate in sports for elderly, the factors for fun, leisure satisfaction, and exercise persistence. In order to analyze the data, a total of 200 questionnaires were distributed to senior citizens participating in sports programs at the Senior Citizen Welfare Center in Seoul, and a total of 183 copies (91.5%) of data were used as valid samples excluding 17 unfaithful responses. For data processing, frequency analysis, confirmatory factor analysis, Cronbach's α, concentration validity, discriminant validity, concept reliability, correlation analysis, and structural equation model verification were performed using IBM AMOS 21.First, the motivation to participate in sports for the elderly influenced the fun factor. Second, the motivation to participate in sports for the elderly influenced leisure satisfaction. Third, the motivation to participate in sports for the elderly influenced the exercise continuation. Fourth, the fun factor of sports for the elderly influenced leisure satisfaction. Fifth, the fun factor of elderly sports influenced the exercise continuation. Sixth, the satisfaction of sports for the elderly affected the exercise continuation.

• The Journal of the Convergence on Culture Technology
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• v.7 no.2
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• pp.395-404
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• 2021

Emoticons used in personal messengers have already become a one of industry. In this study, we want to explore what motivations people use emoticons and how they affect to purchasing behavior. We first looked into which emoticon usage motivation influenced the attitude of emoticon purchase, and then analyzed the research model through PLS-based structural equation modeling. The result found that fashion and fun/habit factors significantly explain attitudes to emoticon purchase, and attitude, subjective norms, and perceived self-control affect to purchase intention and purchase intention predict purchase behavior. This study showed the factors affecting the purchase of emoticons through a validated model, and the results suggest what motivation factors should be included in the marketing phase and advertising.

• Journal of the Korean Applied Science and Technology
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• v.38 no.6
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• pp.1587-1595
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• 2021

The purpose of this study was to investigate the patient safety motivation, patient safety management attitude, and patient safety management behavior and to identify the factors affecting patient safety management behavior of targeted new nurses. Subjects were 127 nurses and data were collected by questionnaires from September 11 to September 30, 2020. Data were analyzed using t-test, ANOVA, Scheffe's test, Pearson correlation coefficients and multiple regression analysis. Patient safety motivation was positive correlated with patient safety management attitude, and patient safety management behavior. Patient safety management attitude was positive correlated with patient safety management behavior. Patient safety motivation, patient safety management attitude and safety education experience were main factors that affect safety management behavior. These results suggest to develop educational program and application that include patient safety motivation, patient safety management attitude in order to improve patient safety management behavior of new nurses.

• The Journal of the Convergence on Culture Technology
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• v.9 no.1
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• pp.437-442
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• 2023

The purpose of this study is to verify the effect of gamification-based classes on the learning motivation and learning immersion of junior college students and to explore the meaning. This study was conducted on 80 students from two departments as part of the teaching and learning community activities supported by the D University Teaching and Learning Development Center in Busan. The research problem of this study is, first, does gamification-based classes affect the strengthening of learning motivation of junior college students? Second, does gamification-based classes affect the learning immersion of junior college students?. As a result of conducting a survey before and after the application of gamification-based classes and examining the effectiveness, gamification-based classes showed statistically significant changes in all categories of learners' learning motivation, learning immersion. Through this, it can be seen that gamification-based classes are valuable as teaching and learning methods suitable for improving the learning motivation and learning immersion of junior college students.

• Journal of The Korean Association For Science Education
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• v.6 no.2
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• pp.63-72
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• 1986

과학교육은 학생들이 장차 과학 기술분야의 직업을 추구하도록 하는 것을 그 중요한 결실의 하나로 잡고 있다. 현재 한국은 과학과 기술의 발전을 교육의 주요목표의 하나로 삼고 있으며, 정부에서는 보다 많은 영재를 과학 기술분야로 유치하려고 여러 가지 정책을 펴고 있다. 그러나 이러한 정책도 결국은 학생이 과학 기술분야로 모여들지 않으면 그 효과가 없게 된다. 그런 점에서 학생들이 어떤 이유로 과학 기술분야를 선택하는지 혹은 기피하는지 그 원인을 아는 것을 중요한 과제라고 할 수 있다. 본 연구는 과학 및 기술분야의 직업을 갖게 되는데 결정적인 역할을 하는 고교생의 문 이과반 선택에 있어 그 진로결정에 영향을 주는 제 요인들을 규명하는데 목적을 두고있다. 연구대상은 대구시내외 남 녀 고교 1학년생 109명(문과 56명, 이과 53명)이었으며 조사방법은 설문지법을 사용하였다. 조사결과는 학생들의 문 이과반 선택에는 장래직업, 대학전공, 적성, 학과목에 대한 능력, 흥미 선호도, 가족 및 주위의 권유 등이 주요요인임을 보여주고 있다. 그중 문과를 지원한 학생들은 대체적으로 자신의 적성 이과과목에 대한 능력부족 인식, 내신 및 학력고사에서의 성적취득용이성 등 주로 자신의 내적 동기와 관련된 요인들을 들고 있는데 비해, 이과를 지원한 학생들은 밝은 직업전망, 가족 및 주위의 권유 등 외적인 동기도 큰 작용을 하고 있음을 보여 대조를 이루고 있다. 또 문과를 지원한 학생은 이과가 공부하기가 어렵고 성적을 올리기도 힘들어 이과를 기피한 경향을 보이는데 반해 이과 지원자는 문과를 기피하여 이과로 왔다는 응답은 별로 없는 점이 대조를 보였다. 본 논문은 이러한 결과가 던져주는 시사점과 과학교육의 개선책에 관한 제언을 제시하면서 결론을 맺고 있다.

• Journal of the Korean Chemical Society
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• v.51 no.3
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• pp.270-278
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• 2007

In this study, we investigated the effects of grouping with respect to the level of students' agreeableness on 6th graders' science achievement, self-efficacy, and science learning motivation in cooperative learning. Three classes (72 students) from an elementary school were randomly assigned to a control group and treatment groups. An agreeableness test, self-efficacy test, and science learning motivation test were administered as pretests. The students of the treatment groups were grouped either homogeneously or heterogeneously on the basis of their agreeableness levels and were taught with a cooperative learning strategy, whereas the students of the control group were randomly grouped and were taught with a traditional method. The cooperative learning intervention lasted for 5 weeks (16 class periods). After the instructions, tests regarding achievement, self-efficacy, and science learning motivation were administered as posttests. The results indicated that the students of the homogeneous and/or the heterogeneous groups significantly outperformed those of the control group in the achievement test. However, students' achievement was not influenced by the grouping method on the basis of students' agreeableness. No significantly differences among the groups were found in the self-efficacy and science learning motivation.