• 한국IT서비스학회:학술대회논문집
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• 2007.11a
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• pp.14-19
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• 2007

모바일테크놀로지가 사용자의 생활에 깊이 관여하면서 그 서비스에 대한 기대와 실제 가능한 기능 사이에 갈등이 형성되기 시작한다. 이러한 신기술에 대한 사용자들의 기대와 실제에 대한 갈등을 테크놀로지 패러독스란 개념으로 연구되었다. 모바일 테크놀로지 패러독스에 대한 논의는 신기술 수용관점에서 보면 지속기술사용/수용 후 행동 이론과 연관된다. 패러독스의 인식은 사용자들의 사용전 기대와 사용 후 경험의 불일치가 형성됨을 말하며, 그 패러독스를 극복하고자 하는 사용자들의 전략은 사용 후 기대로 조정되는 과정을 밝힐 수 단초를 제시하여 주고 있다. 한편, 모바일 테크놀로지패러독스 인식과 관련하여 고려되어야 할 요인이 문화이다. 따라서 본 연구는 사용자들의 모바일테크놀로지 패러독스 인식 측정을 위한 도구를 개발하고 문화적 차이에 따른 그 인식의 차이를 실증하였다.

• Proceedings of the Korea Multimedia Society Conference
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• 2003.11b
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• pp.953-956
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• 2003

최근 급성장하고 있는 모바일 테크놀로지의 발전과 함께 모바일 플래시 기술의 등장은 기존의 단순한 모바일 그래픽에서 벗어나 인터랙티브한 컨텐츠 디자인이 가능하게 되었다. 이에 새로운 모바일 플래시 프로그램인 Mobile Flash를 이용해 인터랙티브 미디어 작품을 설계하고 기술의 적용가능성을 탐구해 본다. 이 프로젝트는 인터랙티비티의 본질과 모바일 테크놀로지가 갖는 시대적 의미를 재해석하고 새로운 첨단 기술의 적용을 통해 모바일 컨텐츠 디자인의 새로운 가능성을 타진해보는데 의의가 있다.

• Journal of Korea Game Society
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• v.19 no.1
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• pp.121-134
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• 2019

This article examines technological innovation's impact on the game production field and on the developers' subjectivity and labor. It focuses on the appearance of the new stage of digitalization via mobile devices during the period when the leading sector of game industry rapidly shifted to Mobile games. Though the in-depth interview with the game developers, this article explores the changes in organizational and management approaches and in the developers' experience and perception of their labor. Given the serious shortage of the related literature, I believe this analysis could provide a new perspective in understanding the gameswork of specific time and location.

• Journal of the Korean Geographical Society
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• v.51 no.6
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• pp.893-914
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• 2016

This paper describes the development of an inquiry-based fieldwork program based on Yangdong village where students explore the ways that it can develop in a sustainable way. Important considerations in an inquiry-based fieldwork design include what the key inquiry questions should be, the geographical issues of fieldwork location, the potential roles of mobile technologies, design of learning activities and a final product, and the roles of a teacher. Student fieldwork activities, including mapping land-use changes at the building level, detecting what should be changed or remain the same, and conducting interview with residents to examine their perceptions of overall tourism impacts, are supported by mobile technologies (i.e., the Collector for ArcGIS and the Google Forms). Twenty one high school students participated in a field test of the program in February 2016, which allowed authors to evaluate the program. Students' pre-, in-, and post-fieldwork activities were observed and the data and final products which they gathered and producted were analyzed. The post-program survey indicated that the students deepened and expanded their understanding of Yangdong village and expressed their satisfaction with the program in general. Incorporating mobile technologies into inquiry-based geographical fieldwork can help students involved in collaborative problem solving and creative activities in real world settings and create a shareable multimodal product combining maps, photo, and text.

• Journal of The Korean Association For Science Education
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• v.40 no.5
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• pp.451-462
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• 2020

According to the online learning environment, learning activities using mobile technology have emerged as a major concern. The features of mobile technology show potential supporting the emergence of learners' agencies in science education. In this study, 22 research literature on mobile activities in science teaching and learning published in Korea from 2011 to April 2020 were selected. First, the framework of Suarez et al. (2018) was revised and the types of mobile activities were categorized and investigated. Second, the emergence of agencies was examined in the context of science teaching and learning. And also, the relevance of mobile activity types ('Access to content', 'Data collection', 'Peer-to-peer communication', 'Contextual support') to support learners' agency dimension ('goals', 'content', 'action', 'strategy', 'reflection', 'monitoring') was analyzed. The first analysis show that science teaching and learning through mobile activities are changing from traditional to student-centered. Through these activities, students become more involved in learning and get the opportunity to become agents of learning. As a result of the second analysis, it has been confirmed that the emergence of learners' agencies has been supported and strengthened through mobile activities. Whereas, it needs to look upon the relationship between learners' agency and mobile activities in the overall context of science class. This consideration led to implications for the use of mobile technology in future science education and the transition to student-centered education.

• The Journal of the Korea Contents Association
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• v.8 no.11
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• pp.94-102
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• 2008

The development of digital technology constructs meaning through the narrative by digitalized story. Including mobile whole aspect movie, visual contents have the narrative structure and signification based on the digital technology. This study planned to explore the possibility that mobile movie can expand the classical narrative structure and bring up the method of signification. For this purpose, this paper proved the process to cohere narrative through redundancy and a double across of space-time structure according to the principle of causality in mobile movies such as and . According to the findings, mobile movies appeared to construct a consolidated structure through cohesion of meaning and to move the space-time doubly across at a subjective point of view of the characters for continuity of story. Such a result means the narrative structure and the method of signification of mobile movie are modifying or expanding the unique formation of classical films in accordance with mobile devices as digital media.

• The Journal of the Korea Contents Association
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• v.20 no.3
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• pp.452-461
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• 2020

The purpose of this study is to identify how learners perceive mobile technology-based learning materials. For this purpose, two methods were utilized. Using multi-dimensional scale(MDS), it was identified that how learners perceive each type of learning materials using mobile technology. Through semantic differential scale(SDS), learners' perception of the difference between mobile learning materials and existing traditional learning materials was analyzed. As a result, learning materials using mobile technology were classified into as follows : the dimension of interaction with the content; the sense of presence. Learners perceived that mobile learning materials had characteristics of 'active', 'learner-centric', 'multi-sensory', and 'stimulating interest'. The significance of this study was to empirically and comprehensively investigate learners' perception for the characteristics of various mobile learning materials.

• Journal of The Korean Association of Information Education
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• v.17 no.4
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• pp.497-506
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• 2013

The purpose of this study is to explore and develop a new instructional approach to a technology-enhanced, collaborative learning environment called Smart technology-enhanced Team-Based Learning (S-TBL). We designed a novel instructional model that combines mobile technology, collaborative teamwork, a problem-solving process, and a variety of evaluation techniques from the viewpoint of a conventional team-based model. Based on the traditional TBL model, we have integrated smart learning technologies: 1) to provide a holistic learning environment that integrates learning resources, assessment tools, and problem solving spaces; and 2) to enhance collaboration and communication between team members and between an instructor and his or her students. The S-TBL instructional approach combines: 1) individual learning and collaborative team learning; 2) conceptual learning and problem-solving & critical thinking; 3) both individual and group assessment; 4) self-directed learning and teacher-led instruction; and 5) personal reflection and publication.

• Proceedings of the Korean Society of Computer Information Conference
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• 2013.01a
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• pp.145-148
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• 2013

최근 디지털 기술의 고도화로 인하여 테크놀로지가 급속도록 발전하면서 다양한 정보통신 기술과 지식의 융합을 교육 환경에 적용하는 스마트러닝에 대한 관심이 집중되기 시작하였다. 이러한 스마트러닝 환경의 장점들을 통해 학생들이 더욱 효과적으로 교육받을 수 있게 되었다. 학생들은 모바일 기기의 접근성에 대한 인식이 확대되고 모바일 기기와 교육용 프로그램을 활용한 학습이 활성화 되고 있다. 이에 본 연구에서는 스마트기기를 이용한 학습과 평가가 이루어질 수 있는 방안에 대해 알아보고자 한다.

• Vending industry
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• v.2 no.7 s.8
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• pp.99-103
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• 2003

최근 자판기 분야에 있어 카드, 모바일 등을 이용한 전자화폐 결제시스템은 하나의 대세적 흐름을 형성하고 있다. 무엇보다 편리한 결제수단이라는 점과 매출증대 효과 등을 고려할 때 전자화폐자판기는 앞으로 확산속도가 무척 빨라질 것이다. 전자화폐자판기 시대를 향해 발 빠른 행보를 내딛고 있는 상황에서 과연 전자화폐가 자판기를 통해 어떻게 결제가 이루어지고 어떠한 운영효율을 거둘 수 있는지 세부적으로 살펴보는 것도 의미 있는 일일게다. 새롭게 기획된 뉴 테크놀로지에서는 웹케시사의 Magic@NET 자판기 시스템에 대해 자세히 살펴 보았다.