• Journal of the Korean Society for Aviation and Aeronautics
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• v.30 no.3
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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.

• Journal of Agricultural Extension & Community Development
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• v.22 no.3
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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.

• The Journal of the Korea Contents Association
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• v.22 no.6
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• pp.223-237
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• 2022

The purpose of this study is to examine the influence of the presence and transportation of the experience of seeing a musical upon satisfaction and verify the mediating effect of emotional responses. For this study, the researcher surveyed the audiences of a musical and analyzed the response from 339 participants. The data were analyzed using SPSS 23.0 and AMOS 23.0 programs. The findings of this study are as follows; First, the presence and transportation of the experience of seeing a musical had a significant impact on emotional responses. Second, the presence and transportation in the experience of seeing a musical had a significant impact on satisfaction. Third, the emotional responses to the musical had a significant impact on satisfaction. Fourth, emotional responses were shown to have a mediating effect in the relationship between the presence and transportation of the experience and the satisfaction with it. As the share of online performances in performing art industries is increasing and the paradigm of seeing a performance is changing, this study implies that it provided a set of basic data for the industry and producers of such events, who are now seeking a new profit model through not only in-person events but also online performances in the future.

• Journal of Digital Convergence
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• v.17 no.4
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• pp.299-307
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• 2019

In this study, we experimented with experience of digital signage using Virtual Reality technology, and the difference between presence and interactivity in brand experience and digital signage attitude. We conducted a two-way MANOVA analysis with cognitive presence, emotional presence, and media presence as the independent variable and interactivity level(high vs low) as dependent variables and the brand experience and attitude as dependent variables. First, cognitive presence was found to be most effective through behavioral experience when low interactivity. Second, emotional presence also has a positive effect on emotional experience when the level of interactivity is low. Third, media presence has a positive effect on emotional experience if the level of interactivity is low. This study suggests a communication strategy to communicate presence according to the characteristics of media strategy and technology through appropriate level of interactivity when using digital technology. Future research requires a qualitative approach rather than a quantitative one in terms of interactivity.

• 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 Korean Academic Society of Home Health Care Nursing
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• v.23 no.2
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• pp.147-154
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• 2016

Purpose: This study aimed to develop and apply simulation-based education, and to verify the effects of this type of education on nursing students' presence in education, systems thinking, and proactivity in problem solving. Method: Subjects were 69 senior college students recruited through convenient sampling. This study used a one-group pre-posttest quasi-experimental design. A structured survey was administered a week before and after provision of the simulation-based education once a week for 4 weeks. Data were analyzed using descriptive statistics and t-tests. Results: Teaching presence increased after the educational intervention; instructional design and organization, and aspect of direct facilitation subscales improved. Learning presence increased after the educational intervention; although cognitive presence did not change, emotional presence increased. With regard to emotional presence, perception and expression of one's emotional status increased, although emotional management did not change. Moreover, systems thinking increased. Among the subscales, team learning showed an increase after the educational intervention. However, there was no significant difference in proactivity in problem solving, although it showed an increase after the educational intervention. Conclusion: Based on the aforementioned study results, there is need to establish educational environments for qualitative teaching and learning presence, and devise strategies to increase learning effects with various teaching methods and type of content.

• Journal of Service Research and Studies
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• v.12 no.4
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• pp.106-124
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• 2022

This study examined whether the social support (emotional support, information support) provided by customers through chatbot service affects the satisfaction of chatbot service felt by customers and whether the satisfaction of chatbot service affects loyalty and intention to continue using chatbot service. In order to confirm the moderating effect of social presence of chatbot service, a total of 300 effective data were obtained by conducting an online survey divided into a group that recognizes social presence highly and a group that recognizes low. As a result of the analysis, the path from emotional support to satisfaction of chatbot service was supported in the group that recognized social presence highly, and the path from emotional support to satisfaction of chatbot service was not supported in the group that recognized social presence low, and the difference was confirmed in the hypothesis path coefficient. This is interpreted as the social presence affecting human emotional response.This study can provide implications for the function of social presence of chatbot service in that it applied information support and emotional support, which are two factors of social support, to chatbot service, and demonstrated the relationship between satisfaction, loyalty, and continuous use according to the degree of social presence of chatbot users.

• Journal of the Korea Society of Computer and Information
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• v.24 no.1
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• pp.67-71
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• 2019

With continued technology innovation in the fields of computer graphics (CG) and virtual reality (VR), digital animated avatars (or virtual humans) are evolving into ones that are more interactive at a suitable location such as museum, airport, and shopping mall. Specially, the form of the avatar (or the virtual human) realistically need to be expressed in a way that matches the users' physical space. In recent many researches, the form of virtual human has been expressed as mixed-reality human (MRH)-the virtual human combines with the physicality as the real part. In this paper, we propose to carry out a study comparing various MRH on co-presence and emotional response in two-typed virtual humans depending on how many actual parts are included: (1) (Level 1) small parts in the virtual human combined virtual components (e.g., the head only) and (2) (Level 2) large parts in the virtual human with the physicality as the real part such as head, arms, and upper body). We report on the implemented results of our virtual humans and experimental results on co-presence and emotional response.

• Journal of Korean Academy of Nursing
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• v.31 no.3
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• pp.369-379
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• 2001

Purpose: The purpose of this study was to develop the Nurse Presence Scale and to test the reliability and validity of the instrument. Method: The subjects verifying the scale's reliability and validity were adult patients being treated in three artificial kidney unit in Pusan and Taegu from August 1 to October 15, 2000. The data was analyzed by the SPSS/WIN 8.0 program. Result: A factor analysis and was conducted items that had a factor loading more than .40, and an eigen value more than 1.0 were seleclted. The factor analysis classified a total of seven factors statistically, but the seventh factor was excluded because community was less than 4%. Therefore, there were six factors, and its communality was 62%. The explanation of domain and factors based on the conceptual framework and item content are as follows: The first factor was 'interaction' in emotional areas, the second domain was 'empathy' in cognitive areas, the third was 'attention' in emotional areas, the fourth was 'openness' in emotional areas, the fifth was 'sensitivity' in behavioral areas, and the sixth was 'physical assist' in behavioral areas. Cronbach's α coefficient to test reliability of the scale was .9766 for a total 49 items. Conclusion: The Scale for Nurse Presence developed in the study was identified as a tool with a high degree of reliability and validity. Therefore, this scale can be effectively utilized for the evaluation of nurse presence in clinical settings.

• Journal of Digital Convergence
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• v.10 no.10
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• pp.139-146
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• 2012

The emotional factor has not been focused in e-learning studies. But the emotions of student are very important in e-learning because it is a self-regulated learning. This study is focused on the emotional factor in e-learning. This study examines the effect of perceived customer orientation to emotional presence, commitment and customer satisfaction in e-learning. The results of this study showed that the perceived customer orientation effect to the commitment about the learning and the customer satisfaction in e-learning.