• 한국경영정보학회:학술대회논문집
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• 2007.06a
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• pp.160-167
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• 2007

전자상거래에서 핵심적인 연구질문 중의 하나는 서비스품질에 영향을 주는 핵심 driver가 무엇인가를 이해하는 것이다. 이 연구에서는 인터넷 쇼핑몰의 관리기능 변수를 파악하고 그것이 서비스품질의 4개의 각 세부요소에 어떻게 영향을 끼치는가를 조사한다. 본 연구에서는 기존문헌을 토대로 서비스품질의 각 세부요소에 영향을 미치는 7개의 선행변수를 도출하였다:배달(delivery), 제품반품(reverse logistics), 불만처리(claim resolving), 추천(recommendation), 고객맞춤화(customization), 상호작용성(interactivity), 접촉(contact). 실증적 테스트결과 이 선행변수들은 모두 서비스품질의 각 세부요소에 유의한 결과를 나타냈으며 이는 어떻게 서비스품질의 수준이 관리될수 있는지에 대한 이해를 돕는데 도움을 줄 것이다.

• The Journal of the Korea Contents Association
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• v.16 no.8
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• pp.322-331
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• 2016

This study aims to investigate interaction effects of self-esteem with self-resilience on adolescents' anger and to suggest for teaching method. For research, Anger, self-esteem, self-resilience was measured to total of 419 adolescents. The collected data were analyzed by multiple regression analysis and hierarchical regression analysis. The results, Firstly, anger were negatively influenced by the emotion regulation, diversity of Interests and interest, self-esteem in schools. Secondly, anger-in was negatively influenced by the self-esteem in schools, self-esteem in social, emotion regulation. Thirdly, anger-control was positively influenced by the emotion regulation, self-esteem in family. Fourthly, interaction effects of the self-esteem and self-resilience was statistically confirmed on anger. Fifthly, interaction effects of the self-esteem and self-resilience was statistically confirmed on anger-control.

• Korean Journal of Childcare and Education
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• v.9 no.1
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• pp.281-299
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• 2013

The purpose of this study was to examine the relations between the quality of teacher-child relationship, child temperament, and teacher-child interaction. The subjects were 51 3-4 years old children who were attending a preschool in Seoul and their mothers. The mothers of the young children rated child temperament and the head teachers of the children evaluated the quality of teacher-child relationship. The frequency of teacher-child interactions in the classroom was collected through observation during self-selected activities in the classrooms. Observational data included frequency of teacher-initiated interactions and number of child-initiated interactions. The results showed that boys were more likely to have conflictual relationships with teachers and girls were likely to have close relationships with teachers. And lower levels of effortful control were associated with teacher-child conflict. More child-initiated interactions were related to the conflict relationships with teachers. Results suggest that child characteristics and teacher-child interactions contribute to children's relationships with teachers.

• Proceedings of the Korean Operations and Management Science Society Conference
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• 2000.04a
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• pp.593-596
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• 2000

제한된 화면을 갖는 메뉴는 사용자에게 한번에 보여줄 수 있는 정보의 양이 제한되기 때문에 사용자와 전자제품간 상호작용의 곤란함을 드러내고 있다. 본 연구는 선택 가능한 항목 표시방식(3수준), 메뉴이동방식(2수준), 연령(2수준)의 3가지 실험변수를 사용하여 제한된 공간을 갖는 소형시각표시장치의 사용성 향상에 관하여 연구하였다. 실험을 수행하여 제한된 메뉴표현공간에서 사용되는 계층적 메뉴를 설계할 때, 사용자에게 보다 친밀하고 사용성이 좋은 메뉴표현방식에 대한 가이드라인을 제안함과 동시에 제한된 공간상의 메뉴표현방식에 대한 기초연구자료를 제시하였다.

• Asian Journal of Turfgrass Science
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• v.12 no.2
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• pp.113-126
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• 1998

Wear simulator로 답압이 가해진 크리핑 벤트그라스 (Agrostis palustris Huds.) 훼어웨이에서 관수방법·예지물 순환 및 질소시비수준의 여러 가지 잔디관리 요인이 엽조직 및 토양질소 함유량에 미치는 효과를 알아보기 위해 본 연구를 수행하였다. 연구포장은 'Penncross'크리핑 벤트그라스 반디밭으로 1988년에 sharpsburg silty-clay loam (Typic Argiudoll) 토양에 조성하였으며, 실험은 1989년부터 1991년까지 3년간 수행하였다. Split-split-plot 실험디자인을 사용하여 주구에 daily or biweekly irrigation, 세구에 clipping return or removal, 세세구에 low-N (5g), moderate-N (15g), high-N (25g N m-2 yr-1)처리를 난괴법 3 반복으로 배치하였다. 생육기간중 잔디예초는 12mm 예고로 일주일에 4번 실시하였고, 기타 잔디관리는 high maintenance 수준으로 유지되는 한지형 양잔디 훼어웨이 기준으로 실시하였다. 엽조직 및 토양샘플은 1989년 2회, 1990년과 1991년에는 3회씩 채취하여, 네브라스카 주립대 토양식물분석실에서 분석하였다. 답압이 가해진 크리핑 벤트그라스 훼어웨이 잔디에서 엽조직 질소함유량은 여러 가지 잔디관리 방법간 상호작용 효과가 관찰되었다. 1989년 나타난 질소시비수준과 관수방법간의 상호작용에서 daily irrigation 지역의 엽질소 함유량은 질소시비량이 low-N 수준에서 high-N 수준으로 증가함에 따라 3.51%에서 3.94%로 quadratic pattern으로 증가하였다. High-N 처리지역에서 엽질소 함유량은 daily irrigation 관수방법이 biweekly irrigation 관수방법보다 약 4% 정도 더 많은 것으로 나타났다. 엽질소 함유량은 특히 질소시비 수준에 따라 크게 영향을 받는 것으로 나타났다. 1990년 질소시비량이 low-N 수준에서 high-N 수준으로 증가함에 따라 3.50%에서 4.25%로 quadratic pattern으로 증가하였고, 1991년에는 4.20%에서 4.60%까지 linear pattern으로 증가하였다. High-N 처리구의 엽조직 질소함유량은 low-N 처리구와 비교시 1990년에는 21%, 1991년에는 10% 더 많은 것으로 나타났다. 잔디조성후 시간이 경과함에 따라 엽조직의 질소함유량도 증가하였다. Low-N 수준에서 1991년 엽질소 함유량은 1990년에 비해 20% 증가하였으며, high-N 수준에서는 1991년의 엽조직 질소함유량이 1990년 보다 8% 증가한 것으로 나타났다. 따라서, 잔디조성후 경과기간에 따라 연간 시비량을 조절할 필요가 있으며, 특히 새로 조성된 잔디밭과 조성된 지 어느 정도 지난 기존 잔디밭간에 차별화된 관리프로그램이 필요한 것으로 판단되었다. 잔디관리에서 답압이 가중되는 정도에 따라 지역별로 장기간 차별화된 관리 접근을 해야하고, 정기적으로 토양 및 엽분석을 실시해서 시비프로그램에 활용하는 것이 필요하다 하겠다. 본 연구결과 나타난 잔디관리 요인간 상호작용효과는 잔디관리시 여러 가지 관리방법에 따른 효과를 입체적으로 분석해서 해당 골프장 현실에 적합한 통합적인 잔디관리(integrated turfgrass management)의 필요성을 제시한다고 할 수 있겠으며, 또한 답압가중 정도에 따른 잔디관리요인간의 반응효과차이는 향후 무답압 지역에서 실시된 연구결과를 답압을 받고 있는 경기장 및 골프장 등의 잔디밭에 적용할 경우에는 주의깊게 데이터 활용을 해야 되리라고 사료되었다.

• Proceedings of the Korea Information Assurance Society Conference
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• 2004.05a
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• pp.97-101
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• 2004

In this study, we designed A multi-tier e-learning system using hybrid multimedia method, The proposal system can provide an interaction and adaptability of a web-based system and high quality multimedia services of an off-line-based system. The proposal system improved quality of a multimedia, a user's convenience, adaptability and an interaction on e-learning system.

• Journal of Digital Convergence
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• v.17 no.2
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• pp.9-18
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• 2019

This study investigates the factors affecting the educational satisfaction and the transfer of learning of cyber crime prevention education students in order to confirm the effectiveness of the current education. Based on the CIPP model, we confirmed whether the level of social demand and the level of knowledge in the context evaluation, recency of subjects in the input evaluation and interaction in the process evaluation affect the educational satisfaction and the transfer of learning of the students by conducting the survey for the students. As a result of analysis, it was proved that the level of knowledge, recency of subjects and interaction had a significant relationship with the educational satisfaction and recency of subjects, interaction and educational satisfaction significantly affect transfer of learning. Based on the findings, this study provides a few constructive suggestions to improve the effectiveness of the cyber crime prevention education program.

• Journal of The Korean Association For Science Education
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• v.40 no.6
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• pp.611-620
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• 2020

The purpose of the study is to find creativity factors of students in the process of small group modeling and relate them to the types of interactions among students. In order to capture students' detailed interactions, this study was conducted as an 'essential case study' through qualitative analysis. We have developed the modules of nine lessons about terraforming, and they were used in an actual classroom. In order to understand the creativity of the students in the process of modeling, students' discourses and interview data were analyzed using 19 creative factors or abilities. The findings are as follows. Frequently found creativity factors are Elaboration, Evaluation, Visualization, Resist premature closer, Originality, Analysis and Concentration. And students' interactions that affect students' creativity in the process of modeling can be classified into four categories: Suggestion, Agreement, Questioning, Refutation, and Conversion. Through each interaction, students demonstrated the process of expressing and modifying their own thoughts and ideas in the modeling process. The findings of the study suggest that it is important to the teachers to understand types of interactions among students and the relationship between the types of interaction and creativity factors for students' creative modeling in modeling-based learning.

• The Journal of the Korea Contents Association
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• v.10 no.12
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• pp.274-289
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• 2010

MMORPG makes up 25.9% of domestic market share in game industry, and it has become increasingly fierce in competition. Game developer and publisher make every effort to build customer e-loyalty to sustain their competitiveness. Thus, this paper examines the determinants of e-loyalty that reflect the features of MMORPG such as intensive and real-time interactivity. For this purpose, we selected interactivity, sense of community, reward and fun as the key antecedents of e-loyalty based on the extensive review of previous researches related to online game and Internet service usage. A total of 202 responses were used for analysis and the research results are as follow. The findings show that interactivity, sense of community and reward influence significantly on fun, then fun is positively related to e-loyalty. Also, interactivity and reward are proven to have a positive influence on sense of community, and sense of community mediates the effect of interactivity and reward on fun.

• Journal of Digital Convergence
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• v.14 no.4
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• pp.69-78
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• 2016

The purpose of this study is to analyze convergent effects of team interaction and team metacognition of participants on a continuous participation in the university learning community. We developed 19 items of team interaction and 17 items of team metacognition through literature review. The subjects were 113 students who participated in learning community in A university. The results are as follows. First, team interaction level and team metacognition level can affect a continuous participation in learning community. The higher team interaction is and the lower team metacognition is, the higher continuous participation is. Second, among team interaction factors that affect a continuous participation in learning community, the more number of learning is and the more encouragement of one another is, the higher continuous participation is. But the less participation of members is, the less flow to learning is, and the less learning time is, the lower a continuous participation is. Third, among team metacognition factors that affect a continuous participation in learning community, the more number of learning is, the higher continuous participation is. But the more use of various learning tools is and the more learning time is, the lower continuous participation is. Based on these results, the convergent ways of support for continuous participation in the university learning community are as follows. First, supporting system is needed to induce students to experience the positive atmosphere of learning community by increasing number of learning to facilitate team interaction and urging them to encourage one another. Second, providing the effective utilization method is necessary for students to fully acknowledge the necessity and value of team metacognition activity.