• Journal of Korea Technology Innovation Society
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• v.10 no.3
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• pp.486-508
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• 2007

This study identifies key determinants of participation in UCC services. Incorporating insights from the flow theory, we examine the effects of psychological factors of social presence, self expression, arousal, and challenge as well as web-site characteristics variables of media easiness, contents usability, and immediateness. We have done a sample survey of internet users and collected 260 responses. Using Windows SPSS/PC 12.0 Package, we have performed statistical analyses including a correlation analysis, a factor analysis, and a multiple regression analysis. The result of the study is as follows. Psychological variables of perceived social presence, self expression, arousal, and challenge all show positive significant effect on participation in UCC service. Among web site characteristics, media easiness, which consists of a web structure that is easy-to-use, user friendliness, and personalized service, demonstrates a positive significant effect on participation in UCC services. Immediateness also has a positive significant effect. Some of the practical implications of the result are follows. We should improve user access to platforms of UCC service by opening up platforms. This will heighten perceived challenge which has the strongest influence on participation in UCC services. We need to focus on multimedia services and adjust to the cultural code of netizen who crave for visual expressions and on the spot on-line activities. Also suggested is that contributions made by participants need to be acknowledged through such provisions as profit sharing. Needs for individualized service, which is an aspect of media easiness, should also be addressed. Participants tend to value individuality while at the same time accepting broader trends. Information services need to be customized for individuals. In UCC centered internet businesses, netizen consumers are presumer. They are consumers and producers at the same time, and consumer needs should also be explored for the success of internet businesses.

• The Journal of the Korea Contents Association
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• v.21 no.12
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• pp.175-181
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• 2021

The purpose of this study is to improve and develop the quality of non-face-to-face classes according to the types of presence by analyzing the effects of teaching presence and learning presence on the learning satisfaction of the non-face-to-face classes that have been suddenly conducted due to COVID-19. For this purpose, a survey on online classes of H University in Gwangju Metropolitan City was conducted to analyze learning satisfaction, teaching presence (learning design, direct promotion), and learning presence (cognitive presence, social presence). The results of the analysis showed that the learning contents of cognitive presence, which is a sub-factor of learning presence, were understood (=.589, p<.001), the direct promotion (=.420, p<.001), and the learning design (=.397, p<.01), which are the sub-factors of teaching presence, were influential in order.This means that the suddenly changed teaching method should have an attitude to improve the intimacy between the instructor and the fellow learners with positive emotional exchange or interaction. The instructor should try to overcome the limitations of time and space through blended learning that is both online and offline for high quality learning design, but the learning medium and learning method considering the physical fatigue of the learner should be developed.

• The Journal of the Korea Contents Association
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• v.14 no.2
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• pp.131-145
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• 2014

This study is an empirical analysis on the relationship between social presence and online community users' continuance intention. Based on Bhattacherjee(2001)'s expectation-confirmation model (ECM) of IT continuance model, we test the influence of social presence on one's intention to continue using online communities. This study sampled 132 online community users. Research hypotheses are tested using the structural equation modelling(SEM) approach. The results of this study demonstrate that user satisfaction is influenced by perceived usefulness and perceived enjoyment. But, the confirmation of expectation did not affect user satisfaction. And, social presence has direct effects on perceived usefulness and perceived enjoyment. Further, social presence has a positive effect on users' continuance intention through mediating effect of perceived usefulness. This study suggests that perceived usefulness should be taken into account when carrying out the operating strategy of online communities.

• The Journal of the Korea Contents Association
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• v.21 no.11
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• pp.826-839
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• 2021

The purpose of this study was to provide instructional implications for synchronous online learning at universities by examining variables that influence the outcome of synchronous online learning and investigating the relationships of the variables. To achieve the purpose, self-regulated learning, social presence, learning engagement and perceived academic achievement were measured by 123 university students who had taken synchronous online learning for spring semester in 2020. The collected data were analyzed through SPSS and SPSS PROCESS macro. The results were as follows. First, self-regulated learning and learning engagement significantly predicted perceived academic achievement while social presence did not. Second, self-regulated learning had a direct effect on perceived academic achievement and had an indirect effect on perceived academic achievement through learning engagement. Third, social presence did not have a direct effect on perceived academic achievement, but had an indirect effect on perceived academic achievement through learning engagement. The implications based on the results were suggested.

• The Journal of the Korea Contents Association
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• v.18 no.11
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• pp.13-29
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• 2018

An increasing number of people in their lifes have used personal web-casting services as a new type of broadcasting, whose power has grown in the broadcasting market and industry. Nevertheless, limited research concerning personal web-casting has been conducted so far. This research explored consumption structures of personal web-casting users in terms of their genre usage based on the theoretical concept of genre repertoire. And it also examined what determinants have influences on these structures by focusing on as an representative case in South Korea. The findings showed that sensation seeking, motivation for getting information and social presence affect genre repertoire of personal web-casting users. They also indicated that there is a moderating effect of social presence in the relationship between motivation for joy and genre repertoire.

• Journal of Service Research and Studies
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• v.12 no.4
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• pp.106-124
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• 2022

This study examined whether the social support (emotional support, information support) provided by customers through chatbot service affects the satisfaction of chatbot service felt by customers and whether the satisfaction of chatbot service affects loyalty and intention to continue using chatbot service. In order to confirm the moderating effect of social presence of chatbot service, a total of 300 effective data were obtained by conducting an online survey divided into a group that recognizes social presence highly and a group that recognizes low. As a result of the analysis, the path from emotional support to satisfaction of chatbot service was supported in the group that recognized social presence highly, and the path from emotional support to satisfaction of chatbot service was not supported in the group that recognized social presence low, and the difference was confirmed in the hypothesis path coefficient. This is interpreted as the social presence affecting human emotional response.This study can provide implications for the function of social presence of chatbot service in that it applied information support and emotional support, which are two factors of social support, to chatbot service, and demonstrated the relationship between satisfaction, loyalty, and continuous use according to the degree of social presence of chatbot users.

• Korean Journal of Culture and Social Issue
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• v.10 no.3
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• pp.83-101
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• 2004

This study investigated the effects of social presence as means of self-awareness and interpersonal-awareness on the cyber-aggressive behavior. The cyber-aggressive behavior (flaming and direct aggression use of character) should be differ from existence of social presence and type of social presence of internet users. To test hypothesis, an experiment was executed a field study on cyberspace, an on-line game, "fortress 2 blue forever". I made a chat-room in the game site to conduct an experiment to 107 person who entered the chat-room and blinded ignorance of this situation made by researchers. As the subjects enter the chat-room, he chats with 3 researchers who were waiting before he gets in. The social presence was operated with 3 phases by the contents of the chat (①control group; nothing, ②experimental group 1; reaction about other people ③experimental group 2; reaction about other people + self-exposure by an exchange information of their home region). The studies show that, subjects of the control group behaved more aggressively than other subjects of the experimental groups(both flaming and direct aggression use of character). Meantime, I compared experimental group 1 with experimental group 2 to investigate difference between the type of social presence. As the result, subjects of the experimental group 1 behaved more aggressively than experimental group 2 (only flaming, there's no difference in direct aggression use of character).

• The Journal of the Convergence on Culture Technology
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• v.9 no.2
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• pp.73-82
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• 2023

A 2(pedagogical agent: with vs. without) × 2(on-screen text: with vs. without) between-subject design was used in this study to investigate the effects of pedagogical agent and redundant on-screen text on video learning. In the case of the educational video without redundant on-screen text, there was no difference in social presence, satisfaction, and intention to continue learning regardless of the presence of a pedagogical agent. However, when the educational video contained redundant on-screen text, participants who watched educational video with pedagogical agent perceived higher social presence, satisfaction and intention to continue. In terms of academic achievement, no difference was found whether redundant on-screen text was contained or not. It supports some of the previous studies on the reverse-redundancy effects, suggesting that the inclusion of redundant text does not necessarily cause the reduction of learning outcomes. Video learning shows a higher dropout rate than face-to-face learning. Therefore, it is particularly important to understand how to strengthen interactions with learners and motivate them to keep themselves engaged in learning. This study discussed whether pedagogical agent and on-screen text are factors that induce continuous participation of learners in video learning.