• The Journal of the Korean dental association
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• v.58 no.11
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• pp.670-682
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• 2020

This research examined the difference in cognitive load and the virtual presence depending on auditory feedback and task difficulty in haptic-based dental simulation. In the field of dental education, practice-centered training using handpiece has been crucial because a practitioner's psychomotor experience has a significant impact on the mastery of treatment skills. For the novice, it is necessary to reduce errors in dental treatment to enhancing skill acquisition in the haptic practice. In the training process, the force-feedback is crucial to elaborate subtle movement to guide what to do and how it should be hard or soft. However, It is not easy to add force-feedback to generate kinetic experience training. As an alternative method, we examined that auditory feedback can help learners' skill training. In this study, we analyzed how the presence/absence of auditory feedback at the different levels of task difficulty impacts learners' psychological demand and virtual presence in the virtual reality simulation. For this study, 29 dental college students participated in a dental simulation. The participants were grouped into two conditions that are with and without auditory feedback. Additionally, two consecutive tooth preparation tasks with different levels of difficulty were used in the simulation. The auditory feedback condition gives alarms to a learner when he treats a non-targeted tooth with a virtual handpiece. The user's cognitive load and virtual presence were measured to examine the effects of auditory feedback. The results revealed that the main effect was found in cognitive loads. Also, a significant interaction effect was shown in the virtual presence. We discussed the effective design methods for the virtual reality-based dental simulation through the result of this study.

• Journal of Industrial Convergence
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• v.20 no.2
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• pp.37-44
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• 2022

This study is a descriptive research study to verify the relationship between social presence, cognitive presence, and online learning satisfaction, and to identify factors that influence online learning satisfaction of nursing students who experienced Asynchronous Online Discussion Activities. The study was conducted in December, 2020 for two months, and the participants were 93 grade 4 nursing students attending universities nationwide. The t-test, ANOVA, correlation, and multiple regression analysis were run on the collected data. There was a significant positive correlation between nursing students' social presence, cognitive presence, and online learning satisfaction. Online learning satisfaction had a positive effect on social presence. The explanatory power of online learning satisfaction was 62.9%. Based on the above results, in order to increase online learning satisfaction, a plan is needed to improve nursing students' social presence for online discussion classes.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.15 no.4
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• pp.169-175
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• 2015

The purpose of this study is to investigate the structural relationships among teaching presence, cognitive presence, social presence, service quality, learning flow, and learners' satisfaction in mobile learning. Survey data collected by 255 learners who completed mobile-supported courses offered by an online university in South Korea were analyzed using structural equation modeling. The results suggest that cognitive presence, social presence, and service quality have direct effects on learning flow, and that cognitive presence, service quality, and learning flow have direct effects on learners' satisfaction.

• Physical Therapy Rehabilitation Science
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• v.11 no.2
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• pp.154-164
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• 2022

Objective: The purpose of this study is to select a cognitive training game that can evaluate five cognitive domains and to study their validity with existing cognitive evaluation tools. Design: Methods: Delphi survey was conducted through the 2nd questionnaire for 30 experts to select games suitable for training 5 cognitive domains. Five cognitive training games and Mini Mental State Examination - Korea(MMSE-K), and cognitive impairment screening test(CIST) were conducted for 82 elderly in the community. Pearson correlation analysis was performed to find out the correlation of the three tests. The ROC curve was used to calculate the selection criteria for the game results for the screening evaluation of the presence or absence of mild cognitive impairment. Results: The coefficient of variation to evaluate the stability of the Delphi survey was less than 0.50 in most game items. The 'correct answers' and 'level' of the five final selected game items showed a statistically significant positive correlation with the CIST and MMSE-K scores. CIST score and 'time' of all game items except 'number making_time' showed a statistically significant negative correlation. Conclusions: The validity of the cognitive training program using smart devices was evaluated, and the criteria for classifying the cognitive domain and distinguishing the presence or absence of cognitive impairment were confirmed.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.4
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• pp.848-862
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• 2013

This study shows how social presence(SP) dimensions influence online consumer's behavior in the social commerce(SC) context. It is expected that the results could be utilized in the development of SC websites. According to the results, the awareness and cognitive SP dimensions affected consumer trust, but affective SP did not. And then consumer trust toward SC websites as a belief affected attitude and intention of consumer. Thus, it was re-confirmed that a consecutive influential relationship in the theory of reasoned action, i.e., "belief-attitude-intention", was significant in SC context as well. Finally, it is required as a future research how to implement the awareness and cognitive SP dimensions in the SC websites.

• International Journal of Contents
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• v.16 no.4
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• pp.39-49
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• 2020

The goal of this research was to understand the patterns of multidimensional engagement in MOOCs. An email with an online survey link was sent to enrollees in an MOOC course. The survey included 35 questions asking about engagement, teaching presence, and learning persistence. The items were validated in the literature, revised for the MOOC setting, reviewed by four professionals in the field of educational technology, and used in the study. A heterogeneous group of 170 individuals gathered through convenience sampling participated in the study. With cluster analysis of the engagement data, three groups were identified: Cluster1, 2, and 3. Cluster 1 scored high on behavioral, emotional, and cognitive engagement. Cluster 2 scored high on behavioral aspects but low on emotional and cognitive engagement. Cluster 3 scored low on behavioral and cognitive engagement but high on emotional aspects. The study addressed cluster-specific learner characteristics and differences in perceived teaching presence and learning persistence. Design strategies pertaining to each cluster were further discussed. These strategies may guide instructors and practitioners in the design and management of MOOCs and should be further validated through future studies.

• Journal of Convergence for Information Technology
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• v.12 no.4
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• pp.38-46
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• 2022

This study examined the relationship of academic achievement, learning motivation and self-directed learning ability and cognitive presence of nursing students in online class. Data were collected through self reported structured questionnaire in 202 nursing students from October 19 to 30, 2020. Data were analyzed using SPSS/WIN 21.0. As a result this study, academic achievement was positively correlated with learning motivation(r=.45, p<.001), self-directed learning ability(r=.50, p<.001) and cognitive presence(r=.64, p<.001). As a result regression analysis, subjective academic grades, self-directed learning ability and cognitive presence explained 57.0% of the academic achievement in nursing students(F=91.00, p<.001). Therefore, it is necessary to develop various interventions to enhance the self-directed learning ability and to design the classes that increase the cognitive presence.

• Korean journal of communication and information
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• v.48
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• pp.231-256
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• 2009

The purpose of this study is that we regard the notion of reality that television viewers feel as presence, point out problem of measurement tool that appropriate for TV, clarify the subordinate concept of presence, and develop measurement tool that have reliability and validity. To achieve this, we paid attention to reality of television as a determinant of presence and tried to elicit proper subcategories. That is, we progressed two steps research that distinguished external characteristic and content of the media into sensible reality and cognitive reality, and develop measure item and verified statistical validity. We analyzed the second research result about measurement category of presence selected by first research and then we did Exploratory factor analysis and Confirmatory factor analysis. As a result, the first characteristic that make people experience presence is sensible reality, that is, it is the factor of sensible faithfullness, image faithfullness, and image reality as the form factor of the media. The second characteristic is cognitive reality. That is the factor of social reality, relational reality, and practical reality as the factor of media content. Synthesizing these subordinate factor, we can conceptualize presence experience as a reality of media form and content in HDTV viewing environment.

• The Journal of Korean Academic Society of Nursing Education
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• v.27 no.4
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• pp.381-391
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• 2021

Purpose: This study aimed to identify the influence of learning presence and self-directed learning ability on nursing students' learning satisfaction according to the online learning method. Methods: The participants of this study were 167 nursing students attending three universities in different cities. The data were collected from July 16 to July 23, 2021, via an online self-reported questionnaire. Using SPSS WIN 27.0, data were analyzed by descriptive statistics, Pearson's correlation coefficient and a multiple regression analysis. Results: The most effective online learning method experienced by nursing students was asynchronous online learning according to 58.2% of the respondents, while 30.3% of the respondents answered synchronous online learning. The main merit of asynchronous online learning was that it was possible to listen repeatedly (61.7%) to lectures, and the top advantage of synchronous online learning was that the location of the class was free (53.3%). In asynchronous online learning, the factors that significantly affected nursing students' learning satisfaction were cognitive presence (𝛽=.60, p<.001) and emotional presence (𝛽=.25, p<.001). These variables accounted for 56% of their learning satisfaction (F=54.12, p<.001). Similarly, cognitive presence (𝛽=.64, p<.001) and emotional presence (𝛽=.21, p=.001) in synchronous online learning, were the factors cited for significantly affecting learning satisfaction. The explanatory power was 62% (F=69.19, p<.001). Conclusions: In conclusion, it was found that cognitive and social presence from the learning presence factors in both asynchronous and synchronous online learning influence and enhance nursing students' learning satisfaction. Therefore, these results provide important data for future online class design in nursing education.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.9 no.1
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• pp.20-33
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• 2015

Spectrum sensing is a key component of cognitive radio. The prediction of the primary user status in a low signal-to-noise ratio is an important factor in spectrum sensing. However, because of noise uncertainty, secondary users have difficulty distinguishing between the primary signal and an unauthorized signal when an unauthorized user exists in a cognitive radio network. To resolve the sensitivity to the noise uncertainty problem, we propose an entropy-based spectrum sensing scheme to detect the primary signal accurately in the presence of an unauthorized signal. The proposed spectrum sensing uses the conditional entropy between the primary signal and the unauthorized signal. The ability to detect the primary signal is thus robust against noise uncertainty, which leads to superior sensing performance in a low signal-to-noise ratio. Simulation results show that the proposed spectrum sensing scheme outperforms the conventional entropy-based spectrum sensing schemes in terms of the primary user detection probability.