• Culinary science and hospitality research
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• v.21 no.5
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• pp.38-49
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• 2015

The purpose of this study was to investigate tangible clues influence on perceived risk and overall satisfaction of customers at family restaurant in South Korea. In this research overall CFA and SEM were employed to analyze the data. Tangible clues were divided to 3 factors and perceived risk to 6 factors. Tangible clue 1 'physical evidence', had negative(-) influence on financial risk(p<0.01), performance risk(p<0.01) and psychological risk(p<0.001). Tangible clue 2 'employee' affected negatively(-) time risk(p<0.001), performance risk(p<0.001), psychological risk(p<0.01) and social risk(p<0.001). And tangible clue 3 'service process' influenced negatively(-) physical risk(p<0.01), time risk(p<0.05), financial risk (p<0.001) and performance risk(p<0.01). And among customer's perceived risks, 3 factors(time risk~p<0.001, performance risk~p<0.001, social risk~p<0.001) influenced negatively(-) their overall satisfaction. Through these results, it appears that customers perceive various tangible clues and risks at family restaurants. And they are likely to satisfy or dissatisfy according to their perceived risks. As a result, food service companies need to research various customers' perceived risks as important marketing strategy, and reduce them for increase and induction of customers' satisfaction.

• Journal of Korean Elementary Science Education
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• v.42 no.3
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• pp.421-433
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• 2023

This study examined the reasoning of gifted elementary science students in a socioscientific issues (SSI) classroom discussion on COVID-19-related trash disposal challenges. This study aimed to understand the characteristics of evidence use and decision-making difficulties in each type of SSI-related reasoning. To this end, the transcripts of 17 gifted students of elementary science discussing SSIs in a classroom were analyzed within the framework of informal reasoning. The analysis framework was categorized into three types according to the primary influence involved in reasoning: rational, emotional, and intuitive. The analysis showed that students exhibited four categories of evidence use in SSI reasoning. First, in the rational reasoning category, students deemed and recorded scientific knowledge, numbers, and statistics as objective evidence. However, students who experienced difficulty in investigating such scientific data were less likely to have factored them in subsequent decisions. Second, in the emotional reasoning category, students' solutions varied considerably depending on the perspective they empathized with and reasoned from. Differences in their views led to conflicting perspectives on SSIs and consequent disagreement. Third, in the intuitive reasoning category, students disagreed with the opinions of their peers but did not explain their positions precisely. Intuitive reasoning also created challenges as students avoided problem-solving in the discussion and did not critically examine their opinions. Fourth, a mixed category of reasoning emerged: intuition combined with rationality or emotion. When combined with emotion, intuitive reasoning was characterized by deep empathy arising from personal experience, and when combined with rationality, the result was only an impulsive reaction. These findings indicate that research on student understanding and faculty knowledge of SSIs discussed in classrooms should consider the difficulties in informal reasoning and decision-making.

• Journal of the Korea Society of Computer and Information
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• v.15 no.9
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• pp.77-85
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• 2010

As various convergency products have been actively developed, the study on user interface has been conducted a lot, and for more specific direction, users' experience-oriented user interface from user-oriented studies is recently developed. Such a tendency aiming to focus on product development to express users' emotion, the next step in the user-oriented development had difficulties in an objective approach, so the data based on previous users' experiences were presented as the basic data to establish user interface design process with grounds and design direction, and therefore it is available to show more specific and objective grounds. From this perspective, such psychological variables showing users' experiences like age and job are studied through surveys of users at the development of products, and products according to the variables are released. On the other hand, the products considering psychological difference distinguishing users' experiences as the cultural cap are not progressed yet. Despite the understanding of cultural difference, its decisive grounds are hard to distinguish like age, and job. Therefore, the cognitive concept about how to design menu information structure according to accident types that can be considered regarding user interface design among theoretical backgrounds about cultural difference. As the category according to the range of things among accident types, it is divided into analytical type and relational type to conduct a test on similarity and relations about the representative digital TV's menu information of the convergency product. As the result, analytical type and relational type showed difference and this study aims to use menu information concept considering this difference as explanatory variables of the users' experience-oriented development.

• Journal of the Speleological Society of Korea
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• no.93
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• pp.13-25
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• 2009

This study, which includes case studies that provide information of cave tour resources, considered a variety of selected variables of the internal and external parts of caves with the expanded factors of the academic classification in caves. It uses the cluster analysis, one of the multivariate analysis techniques, and applied the results for review. As a result, public caves can present multiple classification criteria according to the factors of the surrounding area's human environment. The result, classified by the region in public caves, is derived from this study.

• Proceedings of the Korean Society for Emotion and Sensibility Conference
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• 2001.05a
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• pp.156-161
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• 2001

본 연구에서는 45명의 가상현실 사용자들의 가상현실 전, 중, 후의 생리신호의 변화를 관찰하였고 성격, 능력 특성 설문지, 가상현실 평가 설문지를 이용하여 심리적 영향을 알아보았다. 체온의 변화 양상을 기준으로 하여 가상현실 사용자의 심리생리학적 유형을 나누고 유형별 심리적인 반응 특성을 살펴보았다. 1) A 유형: 가상현실 유행동안 체온이 연속적으로 감소하는 유형. 2) B 유형: 가상현실 윤행초기에 체온이 급격히 증가해서 운행동안 서서히 체온이 상승하는 유형. A 유형에 속하는 사용자들의 성격적 특성은 Holland의 성격 유형이론에 근거하여 실제형의 사람들이 많은 것으로 나타났으며 B 유형은 탐구형, 사회형의 사람들이 많은 경향으로 나타났다. 멀미민감도는 A 유형이 B 유형보다 더 크게 나타났다. A, B 유형의 뇌파분석 결과 정중 전두부 (Fz), 정중 중심부 (Cz)에서 베타파, 감마파 상대파워가 유의미한 차이가 있는 것으로 나타났다. 체온의 변화 양상에 따라 나눈 A, B 유형은 성격 및 능력 특성, 멀미민감도에 있어서 유형간 차이가 있는 것으로 나타났다.

• The Journal of the Korea Contents Association
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• v.17 no.9
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• pp.650-660
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• 2017

This study is to suggest a new method of analyzing personality types of characters in narrative. First, we examined the history of the taxonomy of character types that existed in narrative theories so far. Until now, the classification of character types in narrative theory consisted largely of a formal classification based on roles in narrative, a content classification based on human internal qualities, and a complementary classification in which the two classification criteria are united. The problem with the existing character classification type is difficult to categorize it in spite of the usefulness of the content classification based on human internal qualities. On the other hand, the classification based on the role of the character in the narrative does not help as much as a practical analysis methodology because the classification is formal. In this study, we try to solve this problem by introducing Shalom Schwartz's human value type, and to make human character's value type and human role correlated with each other as a new character analysis methodology. Schwartz's study of value type is a very effective method to grasp the motivation of human behavior, and it seems to be very meaningful in analyzing the directivity of characters.

• Proceedings of the Korean Society for Information Management Conference
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• 2018.08a
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• pp.21-24
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• 2018

본 연구는 대학도서관 사서가 지각하는 근거기반실무 지식의 정도와 영향요인을 식별하고자 하는 연구이다. 근거기반실무 지식에 유의한 차이가 나타난 변인은 연령, 교육 정도, 고용 유형, 직위, 학술지 읽기, 학술대회 참여이었다. 근거기반실무 지식에 영향을 미치는 요인은 교육 정도, 학술지 읽기로 나타났다. 본 연구는 대학도서관 사서의 근거기반실무 지식은 대학도서관과 사서직의 지속적 발전과 혁신의 촉진 요인이기 때문에 근거기반실무 역량을 향상시킬 수 있도록 연구 관련 활동을 지원하는 조직단위, 도서관계, 학계 차원의 지원과 정책이 필요하다.

• Journal of the Earthquake Engineering Society of Korea
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• v.3 no.3
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• pp.33-44
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• 1999

An energy balance procedure is developed to incorporate the effects of earthquake duration which involves the effect of cyclic loading and the corresponding cumulative plastic deformation. Particular emphasis is given to the flexural failure of non-seismically designed columns of reinforced concrete frames. For this, conceptual strength deterioration models for columns, governed by concrete, anchorage failure and longitudinal steel fracture due to low-cycle fatigue, are proposed. It is evident that the energy-based method has good agreement with the experimental data and is able to predict the failure mode.

• Journal of Korean Elementary Science Education
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• v.40 no.2
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• pp.127-144
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• 2021

The purpose of this research was to conduct grounded-theory-based explorations on the types of motivation that make pre-service elementary school teachers learn science and on their type-based science-learning processes. One hundred thirty-two pre-service elementary school teachers' motivation types were analyzed, and amongst them, 12 were selected as the subjects to observe their science-learning processes to which grounded theory applied. As a result of analyzing their science-learning motivation types, it was found that the majority belonged to the type "accurators", followed in descending order by the types "directors", "explorers", and "coordinators". Coding various phenomena that appeared in their science-learning processes made it possible to derive 30 categories from them according to the grounded-theory paradigm model elements. Based on such categories derived, analysis could be made on their science-learning process flows by motivation types, according to the grounded-theory paradigm model. For example, the "accurators" were attending science lectures or reading science books to learn science knowledge and how to teach it, from a sense of obligation they took for granted as elementary school teachers. Although their experiences of science-learning processes could not be from pure intentions, due to the teacher certification examination, curriculum, or other environmental factors, they were found to have new perspectives on science with their individual efforts and participations.

• Journal of The Korean Association For Science Education
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• v.25 no.3
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• pp.400-410
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• 2005

According to the cognitive conflict process model, student anxiety factor is known to have both positive and negative effects on student response behaviors in a conflict situation for conceptual change learning. However, there is little research that reveals what type of anxiety, either constructive or destructive, is related when conducting step-by-step experiments to resolve cognitive conflicts. This study attempted to learn the characteristic of explanatory hypothesis according to anxiety type after conducting five step-by-step experiments related to action and reaction concept. Results found that students who belonged to the types of 'conviction in logical misconception', 'insisting on additional variables', and 'reasonable modification' suggested explanatory hypothesis close to physical nature. On the other hand, those who showed the other five types of anxiety ('compatible predictions', 'dependence on others', 'fusion of past experience', 'lack of confidence', and 'conflict with past experience') suggested temporary supported hypothesis or simple explanatory hypothesis according to student intuition and simple observation. These results indicate that students in the above-mentioned five categories need more external interactions with instructors based on the type of anxiety related to student behavior. In addition, the results present student characteristics which instructors should be more attentive to when using step-by-step experiments to resolve cognitive conflicts.