• Journal of Intelligence and Information Systems
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• v.17 no.3
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• pp.115-130
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• 2011

Many online stores bring features that can build trust in their customers. More so, the number of products or content services on online stores has been increasing rapidly. Hence, personalization on online stores is considered to be an important technology to companies and customers. Recommender systems that provide favorable products and customer product reviews to users are the most commonly used features in this purpose. There are many studies to that investigated the relationship between social presence as an antecedent of trust and provision of recommender systems or customer product reviews. Many online stores have made efforts to increase perceived social presence of their customers through customer reviews, recommender systems, and analyzing associations among products. Primarily because social presence can increase customer trust or reuse intention for online stores. However, there were few studies that investigated the interactions between recommendation type, product type and provision of customer product reviews on social presence. Therefore, one of the purposes of this study is to identify the effects of personalized recommender systems and compare the role of customer reviews with product types. This study performed an experiment to see these interactions. Experimental web pages were developed with $2{\times}2$ factorial setting based on how to provide social presence to users with customer reviews and two product types such as hedonic and utilitarian. The hedonic type was a ringtone chosen from Nate.com while the utilitarian was a TOEIC study aid book selected from Yes24.com. To conduct the experiment, web based experiments were conducted for the participants who have been shopping on the online stores. Participants were a total of 240 and 30% of the participants had the chance of getting the presents. We found out that social presence increased for hedonic products when personalized recommendations were given compared to non.personalized recommendations. Although providing customer reviews for two product types did not significantly increase social presence, provision of customer product reviews for hedonic (ringtone) increased perceived social presence. Otherwise, provision of customer product reviews could not increase social presence when the systems recommend utilitarian products (TOEIC study.aid books). Therefore, it appears that the effects of increasing perceived social presence with customer reviews have a difference for product types. In short, the role of customer reviews could be different based on which product types were considered by customers when they are making a decision related to purchasing on the online stores. Additionally, there were no differences for increasing perceived social presence when providing customer reviews. Our participants might have focused on how recommendations had been provided and what products were recommended because our developed systems were providing recommendations after participants rating their preferences. Thus, the effects of customer reviews could appear more clearly if our participants had actual purchase opportunity for the recommendations. Personalized recommender systems can increase social presence of customers more than nonpersonalized recommender systems by using user preference. Online stores could find out how they can increase perceived social presence and satisfaction of their customers when customers want to find the proper products with recommender systems and customer reviews. In addition, the role of customer reviews of the personalized recommendations can be different based on types of the recommended products. Even if this study conducted two product types such as hedonic and utilitarian, the results revealed that customer reviews for hedonic increased social presence of customers more than customer reviews for utilitarian. Thus, online stores need to consider the role of providing customer reviews with highly personalized information based on their product types when they develop the personalized recommender systems.

• Korean Medical Education Review
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• v.24 no.1
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• pp.56-62
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• 2022

Despite current regulations requiring social distancing due to coronavirus disease 2019, problem-based learning (PBL) requires student interaction to achieve common goals and enhance critical thinking and deep learning abilities. Social presence in the online education environment reduces both perceptions of physical distance and psychological distance in interactions. This study aimed to compare PBL activities between in-person and videoconferencing classes, and to investigate social presence and learning satisfaction in a videoconferencing PBL environment. The PBL consisted of six modules for both the first and second years of Chonnam National University Medical School. As social distancing was strengthened, the second class of the fifth module in both years was converted to an online format and the fifth module was excluded. The first four PBL modules were conducted as in-person classes, but the last PBL module was administered via videoconferencing. After the final PBL module, 100 (81.3%) first-year medical students and 90 (79.6%) second-year students were asked to complete a self-administered questionnaire on social presence and learning satisfaction. There were no significant differences in the small group activities of tutorial sessions between in-person and videoconferencing classes. In the online videoconferencing class, students who had favorable attitudes toward the tutors' social role and interactions with peers showed high satisfaction with their learning. In conclusion, online videoconferencing allows students to simultaneously perceive their interactions with others and social presence, even at a distance. Tutors can enhance a sense of online community and collaborative learning as facilitators of online PBL.

• Educational Technology International
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• v.10 no.1
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• pp.41-57
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• 2009

Cognitive presence, a sense of "being there" cognitively, has recently been considered as an important indicator for students' engagement in e-learning. There is, however, no widely accepted scale to measure the level of cognitive presence since most studies have put their effort to set and clarify the conceptual framework with qualitative methodology. This study reviewed existing theories on cognitive presence and related fields extensively and developed a new self-report scale for measuring the conceived level of cognitive presence. The reliability and validity of the scale was tested against 723 undergraduate students in two consecutive studies, 418 in the preliminary and 305 in the follow-up study. Three major constructs to measure the perceived level of cognitive presence were: 1) clear understanding, 2) knowledge construction, and 3) learning management. This paper reports the final results of the two independent studies.

• Journal of The Korean Association of Information Education
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• v.25 no.3
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• pp.579-590
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• 2021

This study examined the mediating effect of learning engagement in the relationship between self-regulation, teaching presence and computational thinking in online SW education. To verify the research problem, a blended learning model adopted SW liberal course at A Women's University located in Seoul, which 94 students were enrolled in, was selected. The results of this study and the implications are as follows: First, it was found that learning engagement mediated the relationship between self-regulation and computational thinking. Second, it was found that learning engagement mediated the relationship between teaching presence and computational thinking. This study suggested a plan to improve learners' active engagement and self-regulation strategy in online SW education. In addition, it is significant that this study considered a method for learners to perceive teaching presence in online learning environment.

• Journal of Distribution Science
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• v.19 no.1
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• pp.75-87
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• 2021

Purpose: The objective of this research is to identify the core aspects of persuasive factors influencing consumer's experiential value towards using Augmented Reality (AR) try-on feature while shopping cosmetic products online. The conceptual framework of this study is adopted and integrated from the theoretical study on how narrative experience, media richness, and presence affect the formation of experiential value in the augmented reality interactive technology (ARIT) process. Research design, data and methodology: The sample (n = 550) were collected from online and offline questionnaires by using stratified random sampling and purposive sampling methods. Confirmatory Factor Analysis (CFA) and Structural Equation Model (SEM) were used to analyze the data to confirm goodness-of-fit of the model and hypothesis testing. Results: The results indicated that media richness induced higher experiential value (consumer ROI, playfulness, service excellence and aesthetics), followed by narrative experience and presence towards using AR try-on feature. Conclusions: Consumer's experiential value towards using AR try-on feature when shopping cosmetic products online rely on media richness, narrative experience and presence respectively. Therefore, marketing practitioners are recommended to develop the feature design and content to be more useful, authentic, user-friendly and entertaining to better connect and provide confidence to consumers when shopping cosmetics online.

• Knowledge Management Research
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• v.21 no.2
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• pp.119-135
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• 2020

Owing to pandemic (COVID-19), the traditional face-to-face education method has been changed to the non-face-to-face real-time online education methods. Using a real time-based video conference system, synchronous education can be adopted by face-to-face class easily. Specially, it is very important to minimize the difference in learning effects between face-to-face and non-face-to-face in Entrepreneurship education. In this study, in order to derive the factors that affect the satisfaction of learners in synchronous online education, authors collected data from learners taking a synchronous entrepreneurship course. Through previous research, learned the reality of education and the composition of lessons. Spatiotemporal effectiveness, mentor ability, and educational environment influence learning satisfaction. PLS-SEM results revealed that it was confirmed that only spatiotemporal effects affect learner satisfaction. However, the education environment (fluent operation and convenience of function use of real-time based online conference system) effect teaching presence, class structure, and spatiotemporal effects. Through this research, we hope to provide theoretical and practical support for developing effective teacher activities, proper lesson structure, convenient function of the conference system, and learner-centered online learning environment when developing synchronous online classes.

• Educational Technology International
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• v.24 no.1
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• pp.29-51
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• 2023

This study examined the moderating effect of course satisfaction with class on the relationship between the mode of course delivery and learning presence and performance in university settings. Results showed that there was a moderating effect of the course satisfaction on the relationship between course delivery mode and learning presence. Specifically, higher satisfaction with instructor's teaching activities was associated with improved learning presence in face-to-face, blended, and online learning, in that order. However, there was no significant moderating effect on academic performance. These findings suggest that universities should consider not only the mode of course delivery and highlight the importance of systematic course design by instructors.

• The Journal of the Korea Contents Association
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• v.21 no.11
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• pp.826-839
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• 2021

The purpose of this study was to provide instructional implications for synchronous online learning at universities by examining variables that influence the outcome of synchronous online learning and investigating the relationships of the variables. To achieve the purpose, self-regulated learning, social presence, learning engagement and perceived academic achievement were measured by 123 university students who had taken synchronous online learning for spring semester in 2020. The collected data were analyzed through SPSS and SPSS PROCESS macro. The results were as follows. First, self-regulated learning and learning engagement significantly predicted perceived academic achievement while social presence did not. Second, self-regulated learning had a direct effect on perceived academic achievement and had an indirect effect on perceived academic achievement through learning engagement. Third, social presence did not have a direct effect on perceived academic achievement, but had an indirect effect on perceived academic achievement through learning engagement. The implications based on the results were suggested.

• Journal of Industrial Convergence
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• v.21 no.11
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• pp.75-83
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• 2023

This study aimed to identify the effect of academic emotions, learning flow and perceived teaching presence for academic achievement of nursing students in an uncontacted online class learning in the convergence society. The participants were 127 nursing students; data were analyzed using t-test, ANOVA, pearson correlation, multiple regression. It was found that: nursing students showed higher score at academic emotions, higher learning flow, and higher perceived teaching presence, higher score for academic achievement. The main factors influencing academic achievement were academic emotions, learning flow and perceived teaching presence. They explained about 42.7% of the academic achievement. Therefore, when operating uncontacted online classes for nursing students, it is necessary to consider the factors of learners, the personal efforts of the instructor, and systematic support for strengthening the instructor's capabilities.

• The Journal of Information Systems
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• v.27 no.2
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• pp.29-52
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• 2018

Purpose As the number of SNS users increases, the importance of SNS advertisement is also increasing. Thus, the purpose of this study is to analyze the effect of factors on effectiveness of SNS advertising, and expand research on users' attitude and behavior intention toward SNS advertising. Design/methodology/approach This study was designed to examine the structural relationships among SNS service attribute, users' cognitive characters, psychological factors, users' attitude and behavior intention toward SNS advertising. Concretely, SNS service attribute was presented as online interactivity, and users' cognitive characters were presented as perceived relevance and perceived intrusiveness. In addition, psychological factors were presented as presence experience and message credibility, users' attitude toward SNS advertising was presented as advertisement attitude and users' behavior intention was presented as WOM. Findings The results showed that online interactivity has a positive effect on presence experience and message credibility, but perceived intrusiveness has a negative effect on presence experience and message credibility. Perceived relevance has a positive effect on presence experience, but does not have significant effect on message credibility. Presence experience and message credibility have positive effects on advertisement attitude and WOM, and advertisement attitude also has a positive effect on WOM. Based on the results from this study, academic and practical implications can be drawn. First, the study extended the scope of research about SNS advertising through focusing on SNS service attribute and SNS users' cognitive characters and identified the relationship between presence experience, message credibility, advertisement attitude and WOM. Second, the results of this research can provide practical guidelines to develop effective advertising strategies for companies which promoting SNS as a marketing tool.