• The Journal of the Korea Contents Association
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• v.22 no.5
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• pp.145-154
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• 2022

With the real museum changing from a center of viewing to a center of experience and communication, virtual museums have become independent as well as auxiliary and alternative roles for real museums. Therefore, it is necessary to review the concept and meaning of virtual museums and analyze the attributes of each exhibition type. This paper categorizes the exhibition types of virtual museums into four categories and analyzes the interaction methods of each exhibition type. The essential characteristics of interaction subjects affect all four types, but the method of virtual expression is distinguished, and the exhibition type that actively utilizes the virtuality of exhibition space and work expands the user's experience and communication. In this study, various forms and methods of construction of virtual museums can be explored by providing characteristics and considerations for each type of exhibition during the planning and construction of virtual museums.

• The Journal of the Korea Contents Association
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• v.14 no.4
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• pp.297-313
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• 2014

The objectives of this study are to examine the impact of display type and program condition on advertising attitude, and also to analyze the moderating effect of previous intrusiveness perception in such process. The results of empirical analysis are as follows. First, display type had no significant influence on advertising attitude. Second, the interaction effect of display type and program situation on advertising attitude was significant. Third, the interaction effect of display type and previous intrusiveness perception on advertising attitude was not significant. Fourth, the interaction effect of program situation and previous intrusiveness perception on advertising attitude was significant. Fifth, the interaction effect of display type, program situation, and previous intrusiveness perception on advertising attitude was not significant.

• Journal of Science Education
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• v.44 no.2
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• pp.167-182
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• 2020

The active participation and active interaction of learners in small group science inquiry activities are the main factors that determine the effectiveness of science learning. Roles can be assigned to members of a small group to facilitate interaction between members within the small group. The purpose of this study is to analyze the effect of role assignment on the types and patterns of verbal interactions in middle school students' small group science inquiry activities. For this, 172 students from middle schools located in metropolitan cities were surveyed. We analyzed 18 small groups with assigned roles and 15 small groups without assigned roles. The change in verbal interaction type in small group science inquiry activity according to role assignment was largely divided into alienation and participation. In the case of small groups with assigned roles, the participation type occupied a higher proportion than the alienation type. The change in verbal interaction patterns did not show much significant differences when the role was assigned in terms of cognitive and affective. Based on this, further research is needed on how role assignment affects verbal interactions depending on the type of scientific inquiry and the stage of inquiry. In addition, further research on the composition of small groups and role assignment is required.

• Journal of Digital Convergence
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• v.19 no.6
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• pp.225-232
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• 2021

Nowadays, opinion leaders influence the formation of public opinion on various issues in social network services. There has been a lack of research on the personal characteristics that inspire users to interact with opinion leaders and show intent to act. This paper verifies how the disposition of Facebook users' self-identity affects the quasi-social interaction with opinion leaders on Facebook and the intention to share information. As the perception and behavior of users on social media platforms differ depending on the type of issue, an online survey was conducted by classifying issue types into life culture and political sectors. Research found that personal identity had a significant positive effect on quasi-social interactions in the life culture and politics sectors, while group identity negatively affected quasi-social interactions. In addition, the intention to share information was confirmed to have a significant effect only in the life and culture areas of self-identity (social and group identity). Quasi-social interaction was confirmed to have a significant positive effect on all issue areas. The results of this study suggest the need to consider variations in opinion leader marketing strategies based on the types of self-identity of Facebook users in the future. In addition, the study shows that raising the level of quasi-social interaction at the corporate level without distinction of issue types can lead to effective results.

• The Journal of the Korea Contents Association
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• v.13 no.12
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• pp.585-594
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• 2013

In this study, we studied methods of communication among audiences, artwork and artist and analyzed interactive media art using the nonverbal communication methods. We analyzed the 4 types of nonverbal communication based on sign and meaning[1] and reclassified suitably for analysis of interactive media art. According to the analysis result, we draw typical characters by analyzing interactive media artwork which were corresponding to the each types. Also we analyzed overlap area and classify. Through these processes, we found communication methods in interactive media artwork connect audiences and artwork by organic combination of several nonverbal communication. In this paper, we suggest a new approach about the communication among audiences, artwork and artist through analyzing interactive media art using nonverbal communication.

• Journal of The Korean Association For Science Education
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• v.30 no.8
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• pp.953-970
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• 2010

The purpose of this study was to investigate the change of teacher-student interaction in a beginner secondary science teachers' class through collaborative mentoring program. Three experienced science teachers as mentors and three beginner science teachers as mentees were participated in this study. Mentors have been teaching science secondary school for more than 13 years with specialty in science education, and mentees have been teaching less than three years in secondary schools. They were matched one-toone on grounded characteristics that were revealed from pre-interview. Data collection consisted of lesson plans of mentees' classes, videotaped lessons of mentees, consultation meetings between mentors and mentees, and interviews with mentees as well as mentors. The consultation meetings and interviews were audiotaped and then transcribed with the videotaped lessons. To examine the change in teacher-student interactions, the lesson observed after four sessions of mentoring was compared to the lesson before mentoring on the basis of the analytical framework that was developed based on the interpretative approach. The analytical framework addresses the four aspects of teacher-student interaction, which include beginner of interaction (initiation), the types of the question, the student response and the feedback. After four sessions of collaborative mentoring, the beginner science teacher's classroom interactions were initiated by students more often. Teachers' questions increasingly turned into thought-provoking queries that required higherorder thinking. The students responded in the form of statements instead of asking question more frequently. Also, teachers provided more delayed feedback than immediate feedback. These changes of interaction patterns showed that students took a leading role in classroom interaction and they were encouraged to think. From this result, we argue that the beginner science teachers developed the ability to make students think and to support them in coming to an understanding of knowledge through a collaborative mentoring program.

• Journal of the Korean Chemical Society
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• v.58 no.4
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• pp.393-405
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• 2014

The purpose of this study was to investigate the characteristics of social interaction on cultural aspects, verbal interaction, and discussion maps in scientific modeling instruction on combustion in middle school. Revised-CLEQ (Cultural Learning Environment Questionnaire), verbal interaction framework, discussion maps analysis were implemented for this study. The results of study follow respectively. First, the characteristics on cultural aspects of middle school students showed cooperation rather than competition in terms of collectivism. Students' attitudes to learning science tended to depend on others' idea, and students were passive and reluctant to present their comments when they were modeling work. Second, for the characteristics of verbal interaction, they simply presented knowledge related to build a model. The response to comments and feedback was relatively few. Third, discussion maps showed a lot of interaction for reponses that was alternatively brought the concept of commenters, which students were depended on a specific one, and responses. There were not many interaction for elaboration, which were described to have new presented ideas, corrections, and reasons when they exchange their ideas. In this study the model type of interaction affecting the formation of the students understanding of and in our country, it makes a lot of social interactions as the basis for teaching system could be utilized.

• Journal of Korean Library and Information Science Society
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• v.46 no.3
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• pp.225-253
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• 2015

This study investigated the interactions between archives and users based on content analysis of posts of Facebook and Twitter operated by archival institutions. It focused on posts in official Facebooks and Twitters of the U.S. and the U.K. national archives. The posts included 66 in Facebook and 670 in Twitter of the U.S. national archives, as well as 73 in Facebook and 84 in Twitter of the U.K. national archive. The analysis showed that information sharing of in-house collections and online resources, as well as information dissemination of events were the most common interaction types of the posts. 1 and 1 communication or information gathering such as questionnaire or vote rarely happened. In addition, the extent of users' responses was great on posts regarding information sharing of in-house collections. Providing information about people or events with timely manners motivated interests and participations of users. It is necessary to consider various types of interactions that facilitate user engagement. It is also important to make efforts to provide timely records in connection with exiting web resources and a variety of social media provided by archival institutions.

• Management & Information Systems Review
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• v.34 no.5
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• pp.251-276
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• 2015

This study is to review the attitude of consumers on the crisis response strategy (defensive vs. receptive) that the company implements in crisis situations. Also, the interaction between the crisis response strategy that the company implements and the crisis type of companies (corporate ability vs corporate social responsibility) was discussed. In addition, the interaction between the messages (abstract vs. concrete) of public interest associated marketing implemented prior to crisis situations and the crisis response strategy implemented after crisis situations was discussed. And these results were reviewed to see if the same result can come out after controlling the involvement on consumer's public interest associated marketing as a covariate. The main results of this study are as follows. First, regarding the crisis response strategy, in the company's crisis response strategy, the receptive attitude was more favorable for the consumer's attitude than the defensive attitude. Second, it was seen that there is a significant interaction between the crisis response strategy of companies and the crisis type of companies. Third, it was seen that the crisis response strategy of companies has a significant interaction with the message type of public interest associated marketing. Lastly, the involvement showed a significant effect as a covariate and the interaction between the crisis response strategy of companies, the crisis type of company and the message type of public interest associated marketing can be confirmed even after controlling the involvement. In the conclusion of the study, the direction on implications, limitations and future.

• Journal of the Korea Convergence Society
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• v.8 no.8
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• pp.215-224
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• 2017

The purpose of this study was to analyze the cases of verbal interactions occurring during the mathematics lessons taught in middle school special classes in order to examine the elements and types of verbal interactions that occur between the teachers and students. Data were collected and analyzed for the sessions on geometric units that formed part of the mathematics lessons routinely implemented in the special classes. The analysis showed that the teachers initiated 237 (84.1%) of the 291 instances of verbal linguistic interactions. A total of 240 teachers' questions were analyzed, and questions in the area of knowledge occurred the most frequently, at 160 times (66.7%). A total of 617 student responses were analyzed, and short answers occurred the most frequently, at 367 times (59.5%). Teacher feedback occurred 581 times in total, and correct/incorrect (simple) feedback occurred the most frequently, at 234 times (40.3%). A total of 237 verbal interactions were observed between the teachers and children, and the I (RF) type (one teacher question, one student response, and one instance of teacher feedback) occurred most frequently, at 83 times (35.0%).