• Journal of Industrial Convergence
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• v.21 no.10
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• pp.13-19
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• 2023

This study classified sensory affordances, functional affordances, and perceptual affordances, and verified their effects on consumers' participation and intention to stay in the metaverse. As a result of the study, sensory affordance, functional affordance, and perceptual affordance all had a positive effect on consumer participation, and sensory affordance had the greatest effect. In addition, consumer participation was found to increase the intention to stay. Service companies that provide metaverse platforms will have to pay more attention to realizing virtual space through various senses and physical elements when building a metaverse in order to encourage customers to actively participate in the service process. Since services based on the 4th industry, the participation of consumers needs to be more actively reviewed. From the perspective of affordance, it is expected that the realistic implementation of the metaverse environment and the interaction with various contents or avatars in the space will increase consumer participation.

• Communications of Mathematical Education
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• v.30 no.1
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• pp.85-99
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• 2016

The research was carried out to be part of a mathematics app stimulation that enables the elderly to learn mathematics by using Smart devices. Particularly appropriate method / function that leads to learning is very important for people who are not accustomed to Smart devices like the elderly. The research was conducted to build affordance strategy based on the consideration of characteristics of senior learners. It aims to achieve both the goals of education through mathematics learning materials provided by smart devices and also to improve user convenience. It suggests cognitive, physical and sensory features and factors to improve affordance of Smart learning system.

• The Journal of the Korea Contents Association
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• v.16 no.3
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• pp.488-497
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• 2016

Given the potential of mobile applications to create new learning opportunities beyond the prevalent use of digital textbooks and Internet lectures, this study aims to derive types and themes of mobile application content that can be effectively integrated with the school curricula. Twenty primary school teachers participated in this study that examines teachers' perceptions about the advantages and disadvantages of printed and digital textbooks' modality, the advantages and disadvantages of mobile learning, and the themes relevant to develop mobile applications. Findings indicate that it is necessary to develop activity-centered applications for vertical use rather than theme-centered applications for horizontal use. In addition, while most ideas derived from teachers center on multimedia access, there was lack of ideas that leverage the affordances of mobile devices for collaborative interaction and location-awareness. Lastly, to promote the diffusion of mobile learning in school environments, this study suggests the need to overcome teachers' epistemology that perceives mobilization against inquiry activities.

• Journal of Convergence for Information Technology
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• v.8 no.5
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• pp.121-129
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• 2018

The university museum is working to discover, research, and exhibit cultural artifacts as well as use them as resources of education and academic researches as one of the important organizations of the university. Current, however, university museums have the low-level usability caused by the reduction of financial and administrative supports of the university. One approach to solve this problem may be the design of mobile docent app for improving the accessibility of the museum. The app enables users get artifacts and education programs without the restriction and learn artifact-related knowledge easily. In this paper, we design and implement a new mobile docent app according to the analysis of content of the Chosun university museum as a real case study. In addition, we evaluate the functionality and usability of the proposed app by affordance-based questionnaire.

• School Mathematics
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• v.15 no.2
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• pp.481-501
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• 2013

The purpose of this study is to review the role of dragging in dynamic geometry environments. Dragging is a kind of dynamic representations that dynamically change geometric figures and enable to search invariances of figures and relationships among them. In this study dragging in dynamic geometry environments is divided by three perspectives: dynamic representations, instrumented actions, and affordance. Following this review, six conclusions are suggested for future research and for teaching and learning geometry in school geometry as well: students' epistemological change of basic geometry concepts by dragging, the possibilities to converting paper-and-pencil geometry into experimental mathematics, the role of dragging between conjecturing and proving, geometry learning process according to the instrumental genesis perspective, patterns of communication or discourse generated by dragging, and the role of measuring function as an affordance of DGS.

• Journal of Digital Convergence
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• v.17 no.6
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• pp.365-371
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• 2019

In this study, VR contents were produced by using the rose which is the material of the tomb of the surrealistic work wrestler of Rene Magritte, an artistic genre, as a motive. In conclusion, the distortion (spatial modulation) of the image scale is connected to the dynamic-curve and texture-soft areas, and the superposition (combination of contradictory images) is called the big-size, irregular-depth area, Are connected to the positions of big-size and irregular-space regions. The theme of the work was Dream, and the plants and roses patterns were produced in each timeline, and overlap, scale, distortion, overlap, distortion, and scale were used.

• Journal of Digital Convergence
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• v.16 no.11
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• pp.495-500
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• 2018

This study examined the factors that can enhance the continuity of user experience in multi - device environment. First of all, regarding the structural difference and continuity of tasks, functional differences such as OS difference according to the characteristics of cross media, use of mouse and touch gesture were found to interfere with continuity. To increase continuity, metaphor and ambience To increase relevance and visibility. In the continuity part of visual memory and cognition, familiarity was given by the identity and similarity of visual perception elements, and it was found that familiarity factors are closely related to continuity. Finally, for the continuity of the user experience, we can see that the visibility factors as well as the meaning and layout consistency of the information are factors for the continuity of the user experience. Based on this, it was found that familiarity, consistency, and correlation were significant influences on continuity dimension of user experience, but visibility did not have a significant effect on continuity when regression analysis was conducted as factors of familiarity, consistency, correlation and visibility.

• Korean Journal of Cognitive Science
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• v.30 no.1
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• pp.1-30
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• 2019

The main goal of this paper is to understand the underlying cognitive mechanisms of collaborative learning and how it can be supported by technology. The paper first overviews changes in conceptions of learning and distinguishes different types of joint works including collaborative learning. Cognitive mechanisms of collaborative learning are examined in terms of resource pooling, facilitation of constructive activities, knowledge co-construction, and supports for monitoring and regulation. Socio-emotional mechanisms of collaborative learning moderate the directions and strengths of these cognitive mechanisms. Technology supports these mechanisms in a number of different ways. Seven major supports technology provides for collaborative learning are discussed. A deeper understanding of the cognitive mechanisms of collaborative learning can help us to harness the benefits of collaborative learning better and also to develop more sophisticated tools supporting collaborative learning.