• The Journal of Korean Association of Computer Education
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• v.11 no.3
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• pp.57-65
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• 2008

In the web- based educational system, how to improve interaction among learners are very important by the Internet. Therefore interpersonal interaction is essential for a good educational environment. In this paper, a web-based PBL(Problem-Based Learning) system is designed and implemented to improve learner's interaction. I investigated how the method for improving interaction affect PBL activities and how students perceive the web-based PBL learning experience. The result of experiment showed that the suggested system facilitated learners' self-directed learning process and interaction.

• Proceedings of the Korean Magnestics Society Conference
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• 1991.05a
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• pp.95-96
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• 1991

• Journal of the Korean Magnetics Society
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• v.24 no.4
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• pp.97-100
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• 2014

We have studied electronic and magnetic structure of Mn-dimer molecule using OpenMX method based on density functional method. The calculated density of states shows that the four O atoms split $e_g$ and $t_{2g}$ energy levels. The energy splitting by the crystal field is smaller than bulk MnO with cubic structure, because of small coordination number of atoms. Total energy with antiferromagnetic spin configuration is lower than that of ferromagnetic configurations. Calculated exchange interaction J between Mn atoms is one order larger than that of the other Mn-O magnetic molecules. That comes from the direct exchange interaction between Mn 3d orbitals and the super-exchange interactions caused by strong ${\sigma}$-bonding of Mn-O orbitals.

• Journal of the Korean Magnetics Society
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• v.22 no.4
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• pp.121-124
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• 2012

We have studied electronic and magnetic structure of cubane-type Mn4 cluster using OpenMX method based on density functional method. The calculated density of states shows that the octahedron of O atoms split $e_g$ and $t_{2g}$ energy levels like bulk MnO with cubic structure. Total energy with antiferromagnetic spin configuration is lower than those of other spin configurations because of super exchange interaction. Calculated exchange interaction J between Mn atoms with anti-parallel spin is larger than between Mn atoms with parallel spin.

• Journal of the Korea Society of Computer and Information
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• v.25 no.3
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• pp.235-241
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• 2020

Many studies have tried to explain the privacy paradox but reported conflicting results; Some of them found connection between privacy concerns and information disclosure, while others did not. This study examines the role of interaction privacy controls (mainly friend lists and privacy settings) as a moderating variable that has the potential to affect the relationship in the SNS context. The reason for this is that most users use interactive privacy controls to create their own social environment before conducting SNS activities, so the relationship between privacy concerns and information disclosure may vary depending on the degree of use of interactive privacy controls. The study collected data using survey method, analyzed the moderating effect of use of interaction privacy controls using hierarchical multiple regression analysis, and as a result, found that effect. Therefore, the degree of use of interactive privacy controls may be an important contingent variable that needs to be considered in a study examining the privacy paradox in SNS context.

• The Journal of the Korea Contents Association
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• v.13 no.11
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• pp.1014-1023
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• 2013

Rapid developments of Information and Communication Technologies(ICT) have made people learn with online contents allowing learning at onilne universities. The environments of offering educational contents at online universities differ from those at offline-based ones, so that alternative variables need to be considered in order to enhance learning effectiveness in online settings. In this study, the effects of Self-Regulated Learning(SRL) and motivation on learner-instructor interactions and academic performance in an online university were addressed. As a result, SRL and motivation not only directly affected both interactions and achievements, but also indirectly affected achievements via interactions. Also, learner-instructor interactions were directly effective on learning achievements. The implications of the research included comprehensive understandings of the structural relationships of teaching- and learning-related variables on learning. Suggestions were made based on the results.

• Transactions of the Korean Society of Mechanical Engineers A
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• v.37 no.12
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• pp.1559-1565
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• 2013

This study aims to investigate the dynamic interaction characteristics between Maglev vehicles and an elevated guideway. A more detailed model for the dynamic interaction of the vehicle/guideway is proposed. The proposed model incorporates a 3D full vehicle model based on prototyping, flexible guideway by a modal superposition method, and levitation electromagnets including the feedback controller into an integrated model. The proposed model was applied to an urban transit Maglev developed for a commercial application to analyze the dynamic response of the vehicle and guideway, and the effect of the surface roughness of the rail, mid-span guideway deflections, and air gap variations are then investigated from the numerical simulation.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.3
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• pp.161-170
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• 2018

This descriptive study was conducted to examine the factors affecting core competency, learner motivation, and learner satisfaction of nursing students and to develop effective teaching methods. The subjects of this study were 134 nursing students. The core competencies of nursing students were higher in 3rd grade than in 2nd grade, and the core competency, motivation, and learner satisfaction of the nursing students were higher than those of below average students. The explanatory power of a core competency model constructed using the self-directed learning readiness, teacher-student interaction, and academic achievement was 45.1%. Additionally, the explanatory power of a learner motivation model based on self-directed learning readiness, teacher-student interaction, academic achievement, and learner motivation was 47.5%, while that of a learner satisfaction model constructed using the teacher-student interaction and learner motivation was 43.4%. In conclusion, it is necessary to improve teacher-student interaction and self-directed learning readiness to increase core competency and learner motivation. To increase learner satisfaction, it is necessary to intervene to encourage learner motivation and to make the teaching-student interaction efficient.

• Journal of the Korea Society of Computer and Information
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• v.27 no.5
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• pp.165-172
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• 2022

This study was attempted to investigate the effect of non-face-to-face online classes on class satisfaction of nursing students after COVID-19. The research method was a structured self-report questionnaire targeting 3rd graders(n=133) of the Department of Nursing at K University, and the collected data were analyzed using the SPSS/WIN 25.0 program. The results of the study were achievement motivation, interaction, self-regulated learning, and achievement motivation showed a statistically significant positive correlation with class satisfaction, and self-regulated learning showed a significant positive correlation with achievement motivation. Accordingly, in order to increase class satisfaction, the development and application of non-face-to-face online teaching methods to increase self-regulated learning, achievement motivation, and interaction are required.

• Science of Emotion and Sensibility
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• v.10 no.2
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• pp.155-168
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• 2007

Social and psychological experiences in human-agent interactions are becoming more important than the task-oriented efficiency, as the influence of computer agents increases and human-agent interaction develops similarly with interpersonal interaction. Many previous studies aimed to increase social presence in human-agent interaction, in order to derive users' positive psychological experiences, by applying the factors of interpersonal communication to verbal and non-verbal communication of the agents. This study examined the effects of the exchanges of mutual self-disclosure, one of the most important communication acts in interpersonal communication, between users and interface agents. Users' attachment styles towards the perception of social presence, the evaluations toward the agents, user experiences, and the intentions for future interaction were also studied. The mediating role of social presence in dependent variables was, also, examined in this research. The results showed that exchanging self-disclosures with an agent increased the perceptions of social experience, friendly evaluations toward the agent, positive user experience, and the intentions for future interaction. Participants' attachment styles, also, affected the perceptions of the dependent variables. The effects of the exchanges of self-disclosure and participants' attachment styles were mediated by perceived social presence toward the agent. The findings of this study imply that the social and communicational aspects need to be considered in design of the agents seriously. The results also suggest that there may be differences in the psychological effects of agents on users according to the users' personality.