• KIPS Transactions on Computer and Communication Systems
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• v.2 no.6
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• pp.245-252
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• 2013

We developed a system which supports the functions of real-time evaluation and feedback for smart learning. The system is consisted of an application for tablet PC and smart phone and the server, and the client exchanges data with the server through wireless communication. Whereby, the proposed system enabled realtime interaction and feedback between learner and teacher or between learners. As a result, the instruction for each learner's level is available using the system, and then it could enhance the level of academic achievement and learning interest.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.16 no.2
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• pp.223-231
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• 2009

Purpose: The purpose of this study was to identify the effects on cognitive function, mood, problematic behaviors and response to interaction with robot pet by elderly people with dementia. Method: A methodological triangulation design with quantitative and qualitative methods was used. The participants were 9 elderly people with dementia. The intervention was conducted twice a week for 4 weeks, Qualitative data were collected by interviews and video-taping for analysis of the responses of participants, Results: 1) Cognitive function, mood and problematic behaviors did not show any significantly differences after the program. 2) Analysis of the responses showed increases in verbal communication and positive action. Conclusion: The robot pet program had positive effects such as increasing communication and interaction. Therefore, this program could be considered as an effective program for emotional support for elderly people with dementia. However further repetitive study is need to validate the result.

• The Journal of the Korea institute of electronic communication sciences
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• v.6 no.2
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• pp.225-230
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• 2011

This paper depict the system which reacts staly towards light changes, when object is detected using retinex. Previous interaction system does not react to transient light conditions. Since non-lighting condition was constructed in the limited space. However, if interaction contents work in the inside where the light changes, the light input is changed as the time goes by when the system detect objects with super sensitive camera few lighting transients makes system trouble. Thus, lighting is one of the most significant factors of the system.

• Journal of Families and Better Life
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• v.28 no.5
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• pp.75-88
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• 2010

This study analyzed a family therapy case which dealt with family violence and was consisted of 14 sessions. The therapeutic perspective for this case was MRI model, a strategic family therapy model which emphasizes attempted solutions and interactions. The results of this study were as follows. This study found the interaction process of occurring family violence. When the husband attempted conversations with his wife after drinking, the wife who was anxious and dreadful avoided conversation. This avoidance made the husband felt rejected feeling, and he battered his wife. The avoidance of conversation, an attempted solution of wife, was made from her frame of reference which was affected from her original family context and the couple's communication style in ordinary times. The therapist made the couple recognize their attempted solutions were not effective, and he helped them begin new solutions or coping behaviors. This intervention process was long and hard, but the couple changed their attempted solutions to new solutions which were clear communication styles and functional interaction process. This study results showed the effectiveness of couple therapy on family violence. The effectiveness of MRI model was also proved from the study. The results of study will be helpful to the family therapists and counsellors in the field of family violence.

• Child Health Nursing Research
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• v.17 no.2
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• pp.120-126
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• 2011

Purpose: The purpose of this study was to explore the concept of Mother-Child Interaction (MCI). Methods: The concept analysis method described by Walker & Avant (2005) was used. Results: The attributes of MCI were as follows; 1) MCI involves positive or negative affective and verbal communication. 2) MCI involves mother, child, and dyadic activity. 3) MCI involves sensitivity, responsiveness, and child developmental stimulation. 4) MCI is reciprocal, goal-oriented partnership process. The antecedents of MCI are need for goal attainment, relationship, and child development (cognitive, physical, emotional, and social). The consequences of MCI are goal attainment, promotion of mother-child relationship, and promotion of child development. Conclusion: MCI is a reciprocal, goal-oriented partnership process and is an important concept in child development and health. Appropriate instruments to operationalize the concept need to be developed.

• International Journal of Contents
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• v.14 no.2
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• pp.41-44
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• 2018

In this paper, we propose a novel method for developing expressive typography authoring tools with personal emotions. Our goal is to implement an interactive typography system that does not rely on any particular language and provides an easy, natural user interface and allows for immediate interaction. For this purpose, we converted the text data entered by a user to image data. The image data was then used for interaction with the user. The data was synchronized with the user's skeleton information obtained from the depth camera. We decomposed the characters using the formality of language to provide a typographical movement that responds more dynamically to the user's motion. Thus, this system provides interaction as a unit of characters rather than as a whole character, allowing the user to have emotional and aesthetic emotional immersion into his or her creation.

• The Journal of Korean Association of Computer Education
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• v.18 no.6
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• pp.63-69
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• 2015

The Interaction is an important factor in classroom. Existing interaction analysis method has been analysed between teacher and students only language-centered. In this paper, we developed an ICT based interaction analysis system to analyse interaction of ICT including language-centered and analysed interaction of class through FIACS and ICT-FIACS. This system consists of ten kinds of classification items and analysis indexes. In order to comparative analyse between ICT-FIACS and FIACS, we analysed interaction of ICT in six grade classroom at elementary school. In result of analysis, ICT utilization index (63.62%), teachers of ICT utilization index (57.71%) and students of ICT utilization (42.29%) were analysed. Through this system, interaction of ICT can be analysed as well as language-centered interaction in ICT based Classroom.

• Journal of the Ergonomics Society of Korea
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• v.25 no.2
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• pp.135-146
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• 2006

Multimodal interfaces are recognition-based technologies that interpret and encode hand gestures, eye-gaze, movement pattern, speech, physical location and other natural human behaviors. Modality is the type of communication channel used for interaction. It also covers the way an idea is expressed or perceived, or the manner in which an action is performed. Multimodal Interfaces are the technologies that constitute multimodal interaction processes which occur consciously or unconsciously while communicating between human and computer. So input/output forms of multimodal interfaces assume different aspects from existing ones. Moreover, different people show different cognitive styles and individual preferences play a role in the selection of one input mode over another. Therefore to develop an effective design of multimodal user interfaces, input/output structure need to be formulated through the research of human cognition. This paper analyzes the characteristics of each human modality and suggests combination types of modalities, dual-coding for formulating multimodal interaction. Then it designs multimodal language and input synchronization method according to the granularity of input synchronization. To effectively guide the development of next-generation multimodal interfaces, substantially cognitive modeling will be needed to understand the temporal and semantic relations between different modalities, their joint functionality, and their overall potential for supporting computation in different forms. This paper is expected that it can show multimodal interface designers how to organize and integrate human input modalities while interacting with multimodal interfaces.

• Journal of Distribution Science
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• v.7 no.3
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• pp.25-48
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• 2009

This paper examines an augmented technology acceptance model, which includes perceived interaction as a mediator in the relationships between the technology acceptance model (perceived ease of use, perceived usefulness) and student satisfaction in online classes, and its impact on student satisfaction. Data has been collected from 842 undergraduate students in online universities. The data is analyzed by using factor analysis and structural equation modeling techniques. The results demonstrate that perceived ease of use, perceived usefulness, and perceived interaction serve as predictors for student satisfaction in online classes. Perceived usefulness has a positive relationship with perceived interaction while perceived ease of use has no effect on interaction.

• Journal of Korean society of Dental Hygiene
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• v.20 no.5
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• pp.561-569
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• 2020

Objectives: The purpose of this study is to investigate the interaction and satisfaction of with web-based lectures. In addition, it seeks identify their correlations as well as the factors that influence satisfaction. Methods: The study subjects consisted of 139 college students taking up dental hygiene from Suncheon. ANOVA, correlation analysis, and regression analysis were used on the data collected. The Cronbach's alpha for interaction and satisfaction were 0.949 and 0.921, respectively. Results: The interaction recorded was moderate compared to face-to-face lectures. In particular, interaction between students was higher among 3rd grade students compared to those in the 1st grade (p=0.002). Satisfaction with the appropriateness of lecture content and duration was high, but relatively low in terms of the quality of the lecture and the desire to broaden its scope. In particular, satisfaction was higher among students in higher grade levels than their more junior counterparts (p<0.05). It was also found to be positively correlated with interaction (p<0.01). Their respective presence on the educational platform had the greatest impact on satisfaction (β=0.495, p<0.001). Conclusions: Increased interaction results in greater levels of satisfaction. Furthermore, an improvement in the quality of the lectures and the students' perception of them would enable lectures to be conducted more effectively in situations wherein face-to-face lectures cannot be done.