• 한국정보교육학회:학술대회논문집
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• 2007.01a
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• pp.365-372
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• 2007

뇌파는 대뇌피질에 분포하는 신경세포의 활동을 객관적으로 명확하게 표현해주기 때문에 학습자의 두뇌기능을 과학적으로 평가해준다. 따라서 학습에 의한 직접적인 효과를 알아보기 위해서는 두뇌사고활동을 수행하는 과정에서 학습자의 두뇌기능 상태에 대한 객관적인 검증이 필요하다. 또한 학습자의 학습과정에서의 활성뇌파를 분석 해봄으로써 학습에 영향을 미치는 뇌파가 무엇인지를 파악할 수 있다. 본 연구는 학습 및 학습에 영향을 미치는 정서와 관련된 뇌파연구를 고찰함으로써 영재아의 학습효과를 높이기 위한 뇌파 분석 및 조절 프로그램을 개발하는데 시사점을 찾아보고자 한다.

• Journal of Christian Education in Korea
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• v.71
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• pp.61-96
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• 2022

This study tried to explore the ways to operate service learning more effectively by analyzing the educational effects of service learning and changes in learning sentiments that appeared in the service learning operation process established for the realization of the Christian educational philosophy at a small local Christian university. The analysis was conducted using NVivo11, focusing on the reflection journals of students who participated in service learning in the first semester of 2022 at J University. As a result of the study, through service learning, personal competence growth, self-reflection and will to change, self-esteem and self-efficacy, social and civic aspects, social responsibility enhancement, community (community) empathy and awareness of participation, and helping others There were educational effects such as an increase in the breadth of understanding. In addition, learning emotions that appeared in the service learning process included positive emotions such as gratitude, challenge recognition, pride, confidence, and responsibility, and negative emotions such as worry (difficulty), upset, regret, and awkwardness. It is a measure to increase the educational effect based on the learning emotion shown in the service learning process. When operating service learning, the service period at the visiting institution is increased to 6 weeks or more, and based on close interaction and detailed analysis of the educational environment in the planning stage, Suggest to develop and operate a plan. In addition, if you have the opportunity to receive feedback from your professors and colleagues through demonstrations and mock presentations in the classroom before visiting the institution, and finally have the opportunity to visit the institution again after the results of service learning are announced, more quality service learning education will be operated. Based on the results of this study, it is expected that more valuable and meaningful service learning education opportunities will be provided to learners by designing and operating a practical and sophisticated service learning curriculum.

• Journal of the Korea Convergence Society
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• v.13 no.5
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• pp.155-164
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• 2022

Considerable interest has been directed toward utilizing virtual environment-based simulations for teacher education which provide authentic experience of classroom environment and repetitive training. Emotional Interaction should be considered for more advanced simulation learning performance. Since emotion is important factors in creative thinking, inspiration, concentration, and learning motivation, identifying learners' emotional interactions and applying these results to teaching simulation is essential activities. In this context, this study aims to identify the objective data for the empathetic response through the movement of the learner's EEG (Electroencephalogram) and eye-tracking, and to provide clues for designing emotional teaching simulation. The results of this study indicated that intended empathetic response was provided and in terms of valence (positive and negative) states and situational interest played an important role in determining areas of interest. The results of this study are expected to provide guidelines for the design of emotional interactions in simulations for teacher education as follow; (a) the development of avatars capable of expressing sophisticated emotions and (b) the development of scenarios suitable for situations that cause emotional reactions.

• Journal of The Korean Association For Science Education
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• v.40 no.5
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• pp.503-514
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• 2020

In a sense that achievement emotion is directly associated with achievement activity of students and its result, drastic changes in educational environment such as expansion of e-learning due to COVID-19 may have a large impact on the achievement emotion of students inevitably. However, studies on the foregoing still remain insufficient, and development of a questionnaire capable of making a quantitative measurement on the achievement emotion of students under the environment of e-learning may become the basis of relevant studies, so this study developed the e-learning Achievement Emotions Questionnaire-Korean Middle school Science(e-AEQ-KMS) and verified its validity. e-AEQ-KMS in this study was developed based on the Achievement Emotions Questionnaire-Korean Middle school Science (AEQ-KMS) and by reflecting characteristics of e-learning science class. With 226 questions in total, the questionnaire is composed to measure 9 kinds of achievement emotion such as enjoyment, hope, pride, relief, anger, anxiety, hopelessness, shame, and boredom under 3 academic situations of class situation, learning situation and testing situation. The result of this study has a great significance in the way that it set out a framework for making a comparative analysis quantitatively on the achievement emotion of Korean middle school students in science for e-learning classes.

• 한국HCI학회:학술대회논문집
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• 2007.02b
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• pp.439-444
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• 2007

정서 전달에는 언어적 의사소통뿐만 아니라 비언어적 의사소통이 거론되곤 한다. 하지만 지금까지의 비언어적 의사소통 연구는 대부분 언어의 음향학적 연구나 얼굴표정 연구에 국한되었다. 또한 음악의 정서에 대한 연구는 음악적 구조 혹은 스타일과 여러 성격적 특질 및 행동 간의 관계, 혹은 생리적 효과 등 어떤 음악(what music)이 특정한 효과를 일으키느냐에 중점을 두고 있었다. 따라서 본 연구에서는 Gabrielsson & Juslin(1996)의 연구에 의거, 음악을 통하여 작곡가가 아닌 연주자의 의도된 정서가 청자에게 얼마나 잘 지각될 수 있는지 알아보고자 하였다. 봉 녕구의 가설은 다음과 같다; 첫째, 연주자의 정서적 의도는 음악의 모든 물리적 변인에 영향을 준다; 둘째, 청자는 의도된 정서를 지각하는 데 일반적으로 성공적이다; 셋째, 특정 정서는 다른 정서보다 더 잘 구분된다. 본 연구에 사용된 곡은 학습 효과를 배제하기 위하여 새롭게 전문 작곡가에 의해 작곡되었으며, 전문 연주자는 동일한 곡을 7종류의 정서(행복한, 슬픈, 화난, 두려운, 다정한, 엄숙한, 정서 표현 없음)를 표현하도록 연주하였다. 하나의 완전한 음악을 표현하기 위하여 각 곡은 멜로디(악기구성: 일렉트릭 기타, 베이스, 그랜드 피아노)와 리듬(드럼)을 포함하였다. 실험참가자는 각 곡을 듣고 7개의 정서 종류 각각에 점수를 평정하였다. 그 결과 이전 연구와 마찬가지로 청자는 연주자의 의도된 정서를 일반적으로 지각하는 데 성공하였으며 7개의 정서 중 특징적인 정서("행복한", "슬픈", "화난", "다정한") 는 다른 정서 보다 더 잘 구별되었다. 본 연구에 사용된 "두려운" 정서 곡의 음향분석 결과 소리 강도의 큰 변산이 특징이었다. 이는 이전 연구에서 "두려운" 정서의 특징인 타이밍의 큰 변산과 함께, "두려운" 정서가 '불규칙적이거나 변화가 커서 예측하기 어려운' 속성을 지니고 있음을 시사한다. 또한 "다정한" 정서에 대해서 본 연구에서는 다른 모든 정서와 유의미한 차이를 보인 반면, 이전 연구에서는 "슬픈"과 유의미한 차이가 없었다. 이는 본 연구에 쓰인 "다정한" 정서의 곡은 리듬 패턴을 다른 정서 버전과는 다르게 보사노바 리듬을 사용하였다. 이전 연구와는 다르게 빠른 템포였음에도 불구하고 구별이 잘 된 이유는 이와 같이 장르 특징적인 영향이 컸기 때문이라고 할 수 있다. 이는 연주자나 음악 스타일 자체의 성격이 정서 판단에 있어 큰 영향을 준다는 사실을 시사한다. 종합적으로 음악을 통한 정서 전달에 있어 연주자, 청자, 악기, 음악 스타일의 차이가 영향을 줄 수 있다는 사실을 확인하였으며 이러한 결과는 Scherer & Oshinsky(1977)가 언급하였듯 음악 연주가 다른 비언어적 의사소통 방법과 공유하는 특징이 있음을 시사한다.

• Journal of Science Education
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• v.43 no.3
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• pp.300-317
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• 2019

This study aims to find how storytelling classes using fairy tales related to science museum exhibits have an effect on positive experience about science. For this study, the theoretical background and preceding studies on the relevance of science education and literature were collected and based on the characteristics of assimilation and the educational value of assimilation, naturally connected to the exhibits in relation to their own life, so that individuals could explore science even out-of-school. Four types of activities were developed by linking four fairy tales mentioned in elementary school textbooks to the G science museum exhibits. Seven elementary school teachers verified the validity of the activity materials. Classes through the developed activity materials were conducted four times in a row, one and a half hours at every turn for 10 students. A positive experience about science test was conducted on the students in a study to confirm that this activity has caused significant changes in science academic emotion among sub-domains of positive experience about science. In order to find the factors that affected the science academic emotion, we interviewed the students in the study and their parents. The results of this study show that the use of fairy tales related to science museum exhibits has led to a significant change in science academic emotion by reducing the burden of learning through the exhibition experience at the science museum, which creates scientific curiosity and recognizes them as a playground.

• Journal of Korean Elementary Science Education
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• v.41 no.1
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• pp.162-172
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• 2022

This study aimed to investigate the effects of science learning motivation and science self-efficacy on the science learning flow of preservice elementary teachers. The study recruited 77 preservice elementary teachers during their sophomore year from the B university of education. Descriptive statistics, correlation coefficient, and multiple regression were used for data analysis. The results were as follows: science learning motivation and science self-efficacy exerted a significant positive correlation with and a statistically significant effect on science learning flow. Satisfaction was the main influential subelement of science learning motivation. For science self-efficacy, the main influential subelements were emotional stability and language encouragement. Moreover, it was deduced that self-efficacy exerted a greater effect on science learning flow than science learning motivation.

• Journal of the Korea Convergence Society
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• v.12 no.6
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• pp.119-125
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• 2021

In the elementary school period, since the developmental stage in the area of emotional regulation is immature, it is necessary to develop emotional regulation ability. In order to promote emotional regulation, this study provides an emotional regulation art class that utilizes the right brain function. Results were derived by analyzing through pre- and post-questions and post-interviews. As a result of the pre-post analysis, among the sub-elements of emotional regulation after class, 'Self-Emotion Recognition and Expression', 'Emotional Recognition and Consideration of Others', and 'Interpersonal Relationships' were statistically high. As a result of interview analysis, it was found that all students had a positive effect in the emotional regulation sub-item. As a result, they recognized and understood their emotions after class rather than before class, and had the effect of expressing emotions by purifying negative emotions into positive emotions. It is suggested that it is necessary to develop a program that applies various teaching and learning methods for emotional regulation art class in the future.

• Proceedings of the Korean Society of Computer Information Conference
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• 2010.07a
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• pp.471-474
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• 2010

본 연구는 비동시적 온라인 토론 환경에서 학습자의 참여에 영향을 미치는 요인들간의 관계를 보다 포괄적으로 규명하기 위한 기초 연구로 수행되었다. 이를 위해 온라인 토론과 관련된 선행연구 분석을 통해 교수학습설계요인, 동기적 요인, 사회-정서적 요인을 영향요인으로 도출하였으며, 영향요인들과 학습자의 인지적 참여(과정)와 학습(결과)간의 구조적 관계를 나타내는 이론적 연구모형을 제안하였다.

• 대한공업교육학회지
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• v.42 no.2
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• pp.47-66
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• 2017

As the necessity of humanistic education has recently been socially emphasized, aptitude and character test has been conducted in the stage of training instructors to focus on making them equipped with proper ability of humanistic education. Especially, considering characteristics of students in specialized high schools with stronger negative concept of ego along with higher proportion of students looking for job in early ages compared to regular high schools, instructors in specialized high schools need to pay more attention on humanistic education of students compared to those in regular high schools. Therefore, this study has developed social emotion learning (SEL) of preliminary teachers in specialized high schools and analyzed the influence of developed programs on characters in teaching positions of preliminary instructors in specialized high schools. In this study, ADDIE model has been used developing SEL programs, and developed programs were comprised of total six sessions. Social emotion learning has been performed on 27 preliminary teachers in experiment group, and regular academic education courses were given on 30 preliminary teachers in control group. At this time, as for class contents, 'self-recognition' has been dealt with in the first and second sessions followed by 'self-management' in the second and third sessions, 'adjustment in relationship' in the fourth session, 'responsible decision making' in the fifth session, and 'personal relationship' in the sixth session. Classes have been conducted for 90 minutes in average. Since intentional sampling method has been used in this study, difference of pre-scores between groups might influence on the difference on post-scores. Therefore, ANCOVA that adjusted the pre-scores to be consistent has been utilized. As a result, there was a significant difference on the post-scores in characters in teaching positions between experiment group and control group.