• 한국의류학회지
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• 제46권4호
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• pp.583-599
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• 2022

This study aims to clarify the implications of rapidly growing live commerce in China by examining the multifaceted aspects of social presence, in particular to help small commerce operators and platform companies. It examines the effect of cognitive and affective social presence on consumer engagement by evaluating consumption values and trust in streamers. In this survey study, the responses of 221 individuals residing in large cities of China were analyzed using structural equation modeling. The results showed that cognitive social presence had a positive effect on consumer engagement by mediating the utilitarian value and trust in streamers. Furthermore, affective social presence had a positive effect on consumer engagement through the hedonic value and trust in streamers. Thus, our research provides a new perspective to approaching a multidimensional social presence and understanding consumer behavior in live commerce. Moreover, it contributes to the application and expansion of social presence theory in this field.

• 정보교육학회논문지
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• 제14권2호
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• pp.175-187
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• 2010

본 연구는 사이버대학에서 교수실재감, 인지적 실재감, 사회적 실재감과 학습성과와의 구조적 인과관계를 분석하여 사이버교육의 개발 및 운영전략 모색에 기초자료를 제공하려고 한다. 2009년 1학기, W사이버대학생을 802명을 대상으로 교수실재감, 인지적 실재감, 사회적 실재감 및 학습성과를 조사하고 이들간의 관계를 분석하였다. 연구 결과 첫째, 교수실재감과 인지적 실재감은 만족도에 유의한 영향을 미치는 것으로 나타났다. 둘째, 인지적 실재감은 학업성취도에 유의한 영향을 미치는 것으로 나타났다. 이러한 결과를 바탕으로 사이버대학에서의 사이버교육의 질 제고를 위해 요구되는 교수설계 및 운영전략을 제언하였다.

• 수산해양교육연구
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• 제25권4호
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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.

• 한국컴퓨터정보학회논문지
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• 제23권11호
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• pp.229-238
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• 2018

The purpose of this study is to investigate the mediating effect of learners' learning flow in the effect of presence on academic achievement in web-based e-learning. For this purpose, this study analyzed the influencing relationship between the each factor based on the structural model with the learning flow as a mediator variable. Based on existing theoretical studies, learning satisfaction and academic achievement, which represent learning outcomes, are set as dependent variables, and teaching presence, cognitive presence, and social presence are set as independent variables. Data collected from a total of 256 e-learning learners were used in the analysis of this study. According to the results of the analysis, teaching presence, cognitive presence, and social presence were found to have a significant effect on academic achievement when a learning flow is a mediator variable. Concretely, teaching presence, cognitive presence, and social presence have a positive effect on the learning flow, while learning flow has a positive effect on learning satisfaction. On the other hand, learning flow has a negative effect on academic achievement. As a result of verifying the mediating effect of learning flow on the relationship between presence, learning satisfaction, and academic achievement, there was meditating effect in the aggregate. This study implies that in order to increase the level of learning satisfaction and academic achievement, it is necessary to make the teaching-learning design in the provision of contents and materials for e-learning so that the learner can feel the presence. The results of this study can be used as a basic data for seeking support and promotion strategies for enhancement of future learning flow and presence.

• 산업융합연구
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• 제20권2호
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• pp.37-44
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• 2022

본 연구는 비동시적 온라인 토론활동에 참여한 간호대학생의 사회적 실재감, 인지적 실재감이 온라인학습만족도에 미치는 영향을 파악하고자 시도되었다. 연구는 2020년 12월부터 2개월간 일개대학 4학년 간호대학생 93명을 대상으로 설문조사하였다. 수집된 자료는 t검정, ANOVA, 상관관계, 다중회귀분석을 실시하였다. 연구결과 간호대학생의 사회적 실재감, 인지적 실재감, 온라인 학습만족도는 유의한 정적 상관관계를 보였고, 온라인 학습만족도에 직접적인 영향요인으로는 사회적 실재감으로 나타났다. 온라인 학습만족도에 대한 설명력은 62.9%로 나타났다. 결과를 바탕으로 다양한 교과목에서 온라인 토론활동의 학습만족도를 높이기 위해서 간호대학생의 사회적 실재감을 높이는 방안이 필요하며 향후 실재감 향상 프로그램 중재 관련 후속연구를 제언한다.

• 농촌지도와개발
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• 제22권3호
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• pp.321-332
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• 2015

For the purpose of enhancing the use of social service in classrooms, this research focuses on the relationships between presence and learning flow, key words in the analysis of college classes using Facebook. The results of this study are as follow. First, social presence(${\ss}=.33$, p=.000), emotional presence(${\ss}=.29$, p= .000), cognitive presence(${\ss}=.20$, p= .010) were found to be significant according to cognitive flow experience the result of analysis of multiple regression. all regression coefficients were positive. Second, emotional presence(${\ss}=.42$, p=.000) and social presence(${\ss}=.27$, p=.000), cognitive, presence(${\ss}=.17$, p=.015) were found to be significant according to emotional flow experience the result of analysis of multiple regression. all regression coefficients were positive. Third, social presence(${\ss}=.37$, p=.000) of the three variables were found to be significant according to behavioral flow experience the result of analysis of multiple regression.

• 한국항공운항학회지
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• 제30권3호
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• pp.1-9
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• 2022

In this study we conducted a research regarding the effect on learning immersion and perception of the learning environment by learning presence of students in the Department of aeronautical science and flight operation in the context of non-face-to-face lectures caused by COVID-19. The relationship between learning presence (cognitive presence, emotional presence, and social presence) and learning commitment showed a high correlation. The learning immersion was also found to increase when cognitive presence, emotional presence, and social presence increased in multiple regression analysis to find out the effects of cognitive presence, emotional presence, and social presence, which are sub-factors of learning presence. The advantage of non-face-to-face classes was to be the ease of learning, and the disadvantage of non-face-to-face classes was the most difficulty of the learning process in the content analysis of the non-face-to-face class environment.

• 한국인터넷방송통신학회논문지
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• 제15권4호
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• pp.169-175
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• 2015

이 연구의 목적은 모바일 학습환경에서 교수실재감, 인지적 실재감, 사회적 실재감, 서비스 질, 학습몰입과 학습 만족도 간의 구조적인 관계를 규명하는데 있다. 설문조사는 국내 W 디지털대학교에서 모바일서비스를 사용하는 학습자 255명을 대상으로 구조방정식 방법을 사용하여 분석하였다. 연구결과 인지적 실재감, 사회적 실재감, 서비스 질은 학습 몰입에 영향을 미치는 것으로 나타났고 인지적 실재감, 서비스 질, 학습몰입은 학습 만족도에 영향을 미치는 것으로 나타났다. 본 연구에서는 연구결과를 토대로 모바일러닝 환경에서 학습몰입과 학습만족도를 높이기 위한 전략을 제시하였다.

• KSII Transactions on Internet and Information Systems (TIIS)
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• 제8권2호
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• pp.355-370
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• 2014

Cooperative spectrum sensing has been considered as a promising approach to improve the sensing performance in distributed cognitive radio networks. However, there may exist some selfish secondary users (SUs) who are unwilling to cooperate. The presence of selfish SUs could cause catastrophic damage to the performance of cooperative spectrum sensing. Following the social perspective, we propose a Social Tie-based Incentive Scheme (STIS) to deal with the selfish problem for cooperative spectrum sensing in distributed cognitive radio networks. This scheme inspires SUs to contribute sensing information for the SUs who have social tie but not others, and such willingness varies with the strength of social tie value. The evaluation of each SU's social tie derives from its contribution for others. Finally, simulation results validate the effectiveness of the proposed scheme.

• Clinical and Experimental Pediatrics
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• 제59권4호
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• pp.155-164
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• 2016

Cognitive impairment associated with childhood-onset epilepsy is an important consequence in the developing brain owing to its negative effects on neurodevelopmental and social outcomes. While the cause of cognitive impairment in epilepsy appears to be multifactorial, epilepsy-related factors such as type of epilepsy and underlying etiology, age at onset, frequency of seizures, duration of epilepsy, and its treatment are considered important. In recent studies, antecedent cognitive impairment before the first recognized seizure and microstructural and functional alteration of the brain at onset of epilepsy suggest the presence of a common neurobiological mechanism between epilepsy and cognitive comorbidity. However, the overall impact of cognitive comorbidity in children with epilepsy and the independent contribution of each of these factors to cognitive impairment have not been clearly delineated. This review article focuses on the significant contributors to cognitive impairment in children with epilepsy.