• Journal of Korea Entertainment Industry Association
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• v.14 no.3
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• pp.149-162
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• 2020

This paper applied components of experience-based communication in terms of experience theory of Burnd H. Schmitt and context-based communication in the messenger platform environment through the scenario-based survey method, in order to study the influence of individual experiences, shared experiences, ubiquitous connectivity, and contextual usefulness on the perceived value and use intention of chatbot. Through this, the study is to provide companies in various service industries with practical approaches to further promote the use of chatbot. The implications of this study are as follows. First, as most chatbots still do not exceed the human planning level of designing them, it is necessary to consider how to design individual experience elements functionally according to the customer's intention to speak when developing the chatbot. Second, the chatbot should be designed not only from the perspective of completing specific tasks at any real time in anywhere, but also from the overall perspective of enhancing the quality of interaction, including the situation to which the customer belongs. Third, since the chatbot is likely to be anthropomorphized by users, it is important to be cautious about determining the chatbot's 'persona' and 'tone and manner' when developing the chatbot. Customer satisfaction is the most important criterion for the success of chatbot development. In other words, the quality of planning and data rather than the quality of artificial intelligence algorithms determines the utilization of chatbot. This is why companies are trying to make interactions with chatbot as close as possible to human interactions.

• Journal of The Korean Association For Science Education
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• v.34 no.8
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• pp.731-744
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• 2014

Extracting students' own culture and resources as main sources in science class, we begin a research to explore teaching and learning settings that are more responsive to adolescents. This study has been designed to explore the funds of knowledge that students bring into middle school science class. It also focused on the features of teaching and learning settings that stimulated the autonomous inflow of students' funds of knowledge as resources of science learning. Data from participant observations and in-depth interviews with 7th grade students were qualitatively analyzed based on grounded theory. We found that students' funds of knowledge were formed from their family life, neighbor communities, peer group, and pop culture. The funds of knowledge based on peer culture emerged as the most salient factor of students' enhanced participation and utterance. Common features of classes that stimulated the inflow of funds of knowledge were analyzed to be: (1) hybrid spaces for learning designed in advance: (2) sharing and enlargement of the funds of knowledge that has been brought into the class: and (3) common orientation of the community of practice for knowledge co-construction and shared outcomes. From these findings, this paper discussed the educational implications for promoting students' potential resources to actual sources of science class. It also discussed students' development of participation specifically among the generally marginalized students. Science classes based on the funds of knowledge of students offer an increased possibility of knowledge co-construction through the hybridized interactions of student's everyday lives and science knowledge and lead to more meaningful learning experiences.