• Journal of the Ergonomics Society of Korea
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• v.17 no.1
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• pp.91-102
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• 1998

History of the Sensibility Ergonomics is explained. Concepts, definition, and research methods on the human sensibility are proposed for systematic applications of human sensibility studies to product and environment developments. Sensibility Ergonomics was born in socio-technological environments where consumers required aesthetic and satisfactory products in addition to useful and usable ones, and manufactures were trying to develop consumer-oriented, user-friendly products. Sensibility Ergonomics is defined as "multi-disciplinary and inter-disciplinary processes for developing products and environment as usable, comfortable and satisfactory with the information on human sensibility." Human sensibility is functionally defined as "feelings generated when perceived sensory and information stimuli are reflected from memory which has been accumulated through personal experiences." Human sensibility is affected by at least three factors: personal, social, and cultural. Consumers evaluate products in three aspects : functional, sensorial, and cultural sensibilities. Human sensibility is personal, dynamic, and ambiguous. It is generated reflectively and intuitively against external stimuli. No Physiological responses are accompanied, and one cannot control his/her sensibility. However, the sensibility affects the decision making or behavior of the person. To understand the human sensibility many inter-disciplinary methods should be used instead of one-variable approach. Micro-scopic studies such as Questionnaire, interview, behavioral analysis, and psychophysiological experiments can be performed. In addition, social and cultural studies are essential to understand an individual's sensibility. Results of sensibility studies can be applied to setup new interactions between human and machine through sensible(or affective) human-machine (computer) interfaces. Human-oriented and user-friendly products can be made with the information on human sensibility.

• International Journal of Human Ecology
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• v.8 no.2
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• pp.141-151
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• 2007

The purpose of this study is to classify men in their 20s by their sex role attitudes, and to study their appearance management behavior and inner characteristic variables such as socio-cultural attitudes on appearance and bodily image, which are expected to influence the appearance management behavior of each classified group. For this, a survey of 393 males in the 20s in Seoul and metropolitan areas was conducted. Factor analysis, Cronbach's alpha coefficient, and F-test were conducted on the data. First, as a result of analysis on sex role attitudes, four groups were categorized: Masculinity, Femininity, Androgyny and Undifferentiation. Second, the analysis of individual variables resulted in appearance management behavior being separated into five categories: Interests in fashion, Proper choice of clothing, Importance of bodily attractiveness, Pursuit for personality and Complementation of physical weaknesses. The socio-cultural attitude on 'appearance' was sub-categorized into Internalization, and Awareness, while 'body image' was divided into Cognitive behavioral and Affective aspects. Regarding differences in socio-cultural attitudes for appearance, body image and metro-sexual lifestyle attitudes, the androgyny group produced the highest scores. Based on these results, it can be concluded that people who take care of their physical appearance, cope effectively with social and circumstantial requirements for happiness and success, and respond flexibly and affirmatively.

• Journal of Korean Elementary Science Education
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• v.29 no.3
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• pp.350-363
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• 2010

Recently there has been increasing emphasis on pedagogical content knowledge (PCK) for fostering science teachers' teaching professionalism that needs to be done from teacher training courses systematically. We investigated what were the PCK factors considered in planning instruction and the difficulties encountered in implementing it by pre-service teachers. In this study, 26 sophomores at an university of education in Gyeonggi province were asked to perform teaching demonstrations using scientific instruction models. They were also requested to write reflective journals and interview. Analyses of the results revealed that many pre-service teachers considered the teaching strategies such as the instruction organization and implementation when planning instruction. They had also regard to the learners' cognitive affective aspects, whereas the pre-knowledge of them was not properly considered. Especially, the curriculum and assessment were almost disregarded. Most of the difficulties encountered in planning instruction and implementing it were appeared in terms of the teaching strategies. For example, they had difficulties in considering the characteristics of each stage presented by the instruction models when planning instruction and implementing it. The frequencies of the difficulties in implementing experiment were especially higher than those of the other PCK factors. Educational implications of these findings are discussed.

• International Journal of Contents
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• v.15 no.4
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• pp.89-96
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• 2019

This study examines the impact of online collaborative English language learning to enhance learner motivation and classroom engagement in university English instruction. The role of learner motivation and classroom engagement has gained much attention under the premises of current constructivist framework of English as a foreign language education. To promote learner motivation and classroom interaction in English instruction, participants in this study engaged in integrative English learning activities through online group collaboration and peer-tutoring. They exchanged productive peer response and shared their learning experiences throughout the integrative English learning activities. Digital technology played an integral role in motivating the learning process of the participants. Data for this study were gathered through an online questionnaire survey and semi-structured interviews. The data were analyzed based on the ARCS motivational model of instructional design to identify the motivational aspects of integrative English learning activities. This study reveals that participants of this study regarded online collaborative English learning activities as the positive and motivating learning experience. The online collaborative English reading instruction had positive effect on improving EFL university students' learning performance. Participants of this study also identified affective and metacognitive benefits of online collaborative EFL learning activities for learner motivation and classroom engagement. This study reveals that the social networking platform in online group collaboration played a crucial role for the participants in understanding the integration of online group collaboration as the positive and effective language learning strategy. This study may have implications in suggesting the effective instructional design for promoting learner motivation and classroom interaction in EFL education.

• Journal of the Korean Society of Environmental Restoration Technology
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• v.6 no.2
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• pp.1-10
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• 2003

The purpose of this study was to survey the status of the operation of site-based environmental education(EE) programs. This study surveyed 165 schools and organizations that operated site-based EE program in 2000 using a mail questionnaire and interviews. The response rate was 43%. The result indicated that awareness, participation, and attitude were considerably addressed, while knowledge and skills were addressed to a lesser degree. There were some difficulties in motivating students and in considering the developmental stage of participants. For programing the site-based EE, financial support and expert knowledge of EE were needed most of all. Learning materials for various and hand-on activities were also needed. The affective domain, such as awareness and attitude, showed marked improvement in the outcomes of the programs. Direct experience and sensitivity, connection with school education, regional characteristics were sufficiently addressed in the programs, while cultural aspects, fairness, originality, and accuracy were not. Flexibility in performing the programs and less rigidity of report on operations were needed. Through the discussion of the results, some improvements for the operation of site-based EE program were suggested.

• Journal of Fisheries and Marine Sciences Education
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• v.26 no.6
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• pp.1342-1351
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• 2014

The purpose of this study was to analyze qualitatively perception on creativity and character education of teachers who participated in winter training and workshop which the Southeast Regional Center for Creativity and Character Education arranged. The results are as follows. Firstly, it was shown that teachers perceived close corelation between creativity and character and competency necessary for students who will make a living for future society. Secondary, Teachers perceived that creativity and character education will benefit students in their cognitive, emotive, and affective aspects. Lastly, teachers thought that an administrative assistant and financial help such as securing classroom had to be supported so that they were able to freely conduct creativity and character education and teaching materials provided by the Regional Center for Creativity and Character Center were helpful in establishing a whole foundation when they started to conduct creativity and character education.

• Human Ecology Research
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• v.59 no.4
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• pp.477-488
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• 2021

This study investigated the association between children's perceptions of autonomy support from mothers and teachers in relation to academic procrastination. It also examined the role of self-efficacy for self-regulated learning in mediating these effects. The sample comprised 372 fifth and sixth grade elementary school students from Seoul, Korea. Each completed a questionnaire regarding mothers' and teachers' autonomy support, children's self-regulated learning efficacy, and academic procrastination. The results indicated that whereas mothers' autonomy support had a direct effect on children's academic procrastination, teachers' support did not. In other words, children who perceived higher levels of autonomy support from mothers tended to exhibit less academic procrastination. Regarding indirect paths, children who perceived higher levels of mothers' and teachers' autonomy support displayed greater efficacy for self-regulated learning, which corresponded to lower levels of academic procrastination. The discussion highlights the vital roles of autonomy support from mothers and teachers in enhancing children's feelings of effective self-regulated learning and encouraging them to complete academic tasks. Furthermore, the present study considered not only outward behavioral factors but also the underlying cognitive and affective aspects of delaying behavior that underpin the effects of self-regulated learning efficacy and autonomy support of mothers and teachers on academic procrastination.

• Educational Technology International
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• v.13 no.1
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• pp.1-25
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• 2012

Despite the relatively short history of Social Network Sites or Services (SNS), it has quickly gained popularity with more than seven hundred million users all over the globe. The SNS emerged as one of the strongest cultural influences for the contemporary society. The SNS would provide both chances and challenges for Education. The main purpose of the article was to explore the way education react and adapt to the emergence of social network and SNS. It tried to provide major theoretical grounds that bridge education and social network. In the due process, the researchers have examined the curriculum and instructional design process of education from the perspective of disruptive and sustainable aspect of SNS technology. Consequently, four major theoretical grounds were identified and reviewed: Gibson's theory of affordance, Vygotsky's social constructivism, Rha's human visual intelligence theory, and the network theory. By investigating these theories, the educational potentials of social network and SNS were emerged. The SNS was viewed as a new medium with abundant potentials of expanding the learning space, empowering the affective aspects of learning, and facilitating the formation of group intelligence. Finally, some future implications and challenges of SNS were suggested.

• The Korean Journal of Food & Health Convergence
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• v.10 no.2
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• pp.27-36
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• 2024

This study aims to investigate whether information awareness, search purpose, and search expectations influence information avoidance among university students. The data were collected by using a self-completion questionnaire with convenience sampling of students from one university. The collected data were analyzed by descriptive statistics, t-test, analysis of variance (ANOVA), Pearson's correlation coefficient, and multiple regression using R 4.2.3. The main results are as follows: First, both search purpose and search expectations exhibited a significant inverse correlation with all information avoidance dependent variables. Second, there was a significant difference in the mean of search expectations across majors, such that science majors had higher search expectations than humanities majors. Third, there were significant differences in the means of the information avoidance-system and information avoidance variables by major, such that both variables had lower means for the science than the humanities group. Fourth, among the independent variables, search expectation had a significant effect on information avoidance-personal: the higher the search expectation variable, the lower the information avoidance-personal variable. This study confirmed that information avoidance should not only consider the psychological, emotional, and affective aspects of information seekers, but also that information seekers' information search purpose and search expectations are predictors of information avoidance.

• Journal of The Korean Association For Science Education
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• v.39 no.3
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• pp.363-377
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• 2019

This study reveals the aspects of subjectivity in the test results in a science-specific aspect when assessing science-related affective characteristic through self-report items. The science-specific response was defined as the response that appear due to student's recognition of nature or characteristics of science when his or her concepts or perceptions about science were attempted to measure. We have searched for cases where science-specific responses especially interfere with the measurement objective or accurate self-reports. The results of the error due to the science-specific factors were derived from the quantitative data of 649 students in the 1st and 2nd grade of high school and the qualitative data of 44 students interviewed. The perspective of science and the characteristics of science that students internalize from everyday life and science learning experiences interact with the items that form the test tool. As a result, it was found that there were obstacles to accurate self-report in three aspects: characteristics of science, personal science experience, and science in tool. In terms of the characteristic of science in relation to the essential aspect of science, students respond to items regardless of the measuring constructs, because of their views and perceived characteristics of science based on subjective recognition. The personal science experience factor representing the learner side consists of student's science motivation, interaction with science experience, and perception of science and life. Finally, from the instrumental point of view, science in tool leads to terminological confusion due to the uncertainty of science concepts and results in a distance from accurate self-report eventually. Implications from the results of the study are as follows: review of inclusion of science-specific factors, precaution to clarify the concept of measurement, check of science specificity factors at the development stage, and efforts to cross the boundaries between everyday science and school science.