• The Journal of Korean Association of Computer Education
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• v.17 no.4
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• pp.69-78
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• 2014

This study aims to investigate better predictors, among learner participation and interaction, for collective self-efficacy and achievement in a web-based collaborative learning environment. Interaction requires communication among two or more learners, while participation does not. In this study, interaction was measured by in-degree centrality and out-degree centrality based on the social network analysis perspective. Multiple regression analysis results from 53 college students who performed team project via online showed that in-degree centrality predicted collective self-efficacy and out-degree centrality predicted achievement, while participation was not a significant predictor.

• Journal of The Korean Association For Science Education
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• v.40 no.2
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• pp.191-201
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• 2020

This study investigated verbal and physical interactions which appeared in collaborative science concept learning using augmented reality. Twelve 10th grade students participated in this study. After being organized into three four-member small groups, they participated in classes using smart device-based augmented reality application developed for the understanding of the chemical bonding concept. Their class activities were audio- and video-taped. Semi-structured interviews were also conducted. The results revealed that within individual statement units of verbal interaction, the proportions of information question/explanation and direction question/explanation were found to be high. Within interaction units, the proportions of reformative and cumulative interaction were relatively high. The proportions of progress were also found to be high within both individual statement units and interaction units of verbal interaction. Students' physical interactions were mainly conducted without meaningful verbal interactions. When their physical interactions were accompanied by knowledge construction-related verbal interactions, the proportions of gazing virtual objects and worksheet-related interactions were high. In contrast, various exploratory activities related to the manipulation of markers mainly appeared when they conducted physical interactions only, or when their physical interactions were accompanied by management-related verbal interactions. On the bases of the results, effective methods for collaborative concept learning using augmented reality in science education are discussed.

• Journal of the Korean Chemical Society
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• v.61 no.5
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• pp.251-262
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• 2017

The purpose of this study was to investigate characteristics of interaction in mentoring conversations and to examine how the interaction features change as mentor teachers have more mentoring experiences. Participants of this study were three mentor who have over 17 years' teaching experience and six beginning science teachers. For this study, one-to-one mentoring dialogue recordings and transcripts were collected and the dialogues were analyzed by utilizing an analytical framework of interaction. the result of analyzing characteristics of mentors' interaction shows that mentors used simple questions and support the most when they started mentoring conversation. the change of characteristics of mentor's interactions indicates three mentors tended to use more thought-provoking questions in the $2^{nd}$ year mentoring than in the $1^{st}$ year and as a result of it mentee's reflection and reflective practices were increased. Through mentors' interview, the mentors could have the opportunity to reflect their own mentoring and this means mentors' self reflection was provoked by means of the mentoring program.

• Journal of Music and Human Behavior
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• v.20 no.2
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• pp.61-88
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• 2023

This case study examined whether a cooperative musical instrument playing could enhance interactions between children with autism spectrum disorder (ASD) and their neurotypical (NT) siblings. It involved three children with ASD aged 7-12 years and three NT siblings aged 6-11 years. Each group, comprising a child with ASD and their NT sibling, participated in a 40-minute sessions twice weekly for eight sessions over four weeks. The intervention included three stages: simultaneous action, complementary action, and achieving a joint goal. Evaluation criteria included the initiation and response behaviors of each child, and sequential interactive behaviors and cooperative behaviors between pairs were measured. Additionally, before and after the intervention, parents and NT sibling assessed their perceived sibling relationships. Results showed increased interactive and cooperative behaviors. Post-intervention, both parents and NT siblings rated the sibling relationship highly, despite little change in sibling conflict and competition consciousness. These findings indicate that interactive instrument playing can enhance perceptions of siblings as cooperative play partners and aid in teaching them how to collaborate during interactions.

• Proceedings of the Korea Contents Association Conference
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• 2006.11a
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• pp.616-621
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• 2006

Recently, the researches based on vision about user attention and action awareness are being pushed actively for human computer interaction. Among them, various applications of tabletop display system are developed more in accordance with touch sensing technique, co-located and collaborative work. Formerly, although supported only one user, support multi-user at present. Therefore, collaborative work and interaction of four elements (human, computer, displayed objects, physical objects) that is ultimate goal of tabletop display are realizable. Generally, tabletop display system designs according to four key aspects. 1)multi-touch interaction using bare hands. 2)implementation of collaborative work, simultaneous user interaction. 3)direct touch interaction. 4)use of physical objects as an interaction tool. In this paper, we describe a critical analysis of the state-of-the-art in advanced multi-touch sensing techniques for tabletop display system according to the four methods: vision based method, non-vision based method, top-down projection system and rear projection system. And we also discuss some problems and practical applications in the research field.

• The Journal of the Korea Contents Association
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• v.7 no.2
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• pp.84-91
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• 2007

Recently, the researches based on vision about user attention and action awareness are being pushed actively for human computer interaction. Among them, various applications of tabletop display system are developed more in accordance with touch sensing technique, co-located and collaborative work. Formerly, although supported only one user, support multi-user at present. Therefore, collaborative work and interaction of four elements (human, computer, displayed objects, physical objects) that is ultimate goal of tabletop display are realizable. Generally, tabletop display system designs according to four key aspects. 1)multi-touch interaction using bare hands. 2)implementation of collaborative work, simultaneous user interaction. 3)direct touch interaction. 4)use of physical objects as an interaction tool. In this paper, we describe a critical analysis of the state-of-the-art in advanced multi-touch sensing techniques for tabletop display system according to the four methods: vision based method, non-vision based method, top-down projection system and rear projection system. And we also discuss some problems and practical applications in the research field.

• The Journal of the Korea Contents Association
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• v.17 no.7
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• pp.416-424
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• 2017

The purpose of this study is to analyze the effects of learning motivation on interaction in online collaborative learning. The study subjects are 79 university students who take courses in teaching. Learning motivations measured the intrinsic goal orientation, extrinsic goal orientation, tasks value, control of learning beliefs, test anxiety, self-efficacy, goal orientation by MSLQ. Next, the level of interaction was measured by online collaborative tasks. The group for online cooperation tasks consisted of four to five people and random assignment. The level of interaction was used frequency and score that quantitative Value assess. The collected data were analysed using multiple regression analysis(stepwise). As a result, self-efficacy and extrinsic goal orientation, tasks value, mastery goal orientation were positive effect on frequency and score. next, test anxiety and performance avoid goal orientation were negative effect on frequency and score.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.25 no.11
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• pp.1663-1669
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• 2021

This paper considers the cooperative control problem for multiple leaders and a single follower with interactions. The leaders are controllable, and the follower has interactions with all leaders and is controlled by the interactions. Then, we study the cooperative control problem that achieves the consensus by controlling the leaders. The leaders and the follower are modeled by the single-integrator and the double-integrator, respectively, and it is assumed that the interactions have the nonlinearities. The leaders can estimate the interaction between the follower and exchange the estimated information with neighbors. Then, this paper proposes the consensus-based cooperative control algorithm using the information exchange of the estimated interactions and the virtual velocity variables to achieve the velocity consensus. We analyze the convergence of the agents to the common state based on the Lasalle's Invaraince Principle. Finally, we provide the numerical example to validate the theoretical results.

• Journal of the Korean Society for information Management
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• v.22 no.1 s.55
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• pp.209-228
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• 2005

This study is a preliminary work in examining how to manage resources for collaboratively interactive help systems. The purpose of this article is to describe significant patterns of behaviors and cognitive state in collaborative problem-solving situation, and further to explore the relationship between the behavior and the perception of service evaluation. Based on the concept of 'cognitive motion' in Dervin's Sense-Making theory, this study conducted a time-line interview. The sample of this study consists of 22 IT personnel helping other person solve IT problems and 36 users being helped for a IT problem-solving. This study presents a model of collaborative problem-solving behaviors and discusses some implications for designing help systems which collaborative interactions can happen.

• The KIPS Transactions:PartA
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• v.12A no.6 s.96
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• pp.547-556
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• 2005

Online collaborative teaming, which has emerged as a new type of education in knowledge-based society, is being discussed actively in the areas of action learning at companies and project-based learning and inquiry-based learning at schools. It regards as an effective method for improving learners practical and highly advanced problem solving abilities, and for stimulating their absorption into learning through pursuing common goals of learning together. Different from individual learning, however, collaborative learning involves complicated processes such as organizing teams, setting common goals, performing tasks and evaluating the outcome of team activities .Thus, it is difficult for a teacher to promote and evaluate the whole process of collaborative learning, and it is necessary to develop systems to support collaborative learning. Therefore, in order to monitor and promote interaction among learners in the process of collaborative learning, the present study developed an extensible collaborative teaming supporting agent (ECOLA) in online learning environments.