• Educational Technology International
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• v.24 no.2
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• pp.237-262
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• 2023

This study focuses on the instructor's role in student-centered learning and aims to test the effects and moderating role of instructor feedback on perceived loafing in team project-based learning. A conditional effect model including team efficacy, perceived loafing, instructor feedback, and team performance was proposed. Data were collected from students who registered for team project-based learning courses at a university in South Korea. A total of 420 cases were subjected to moderated mediation analysis. The results demonstrated that instructor feedback was negatively related to perceived loafing and moderated the relationship between team efficacy and perceived loafing. Furthermore, instructor feedback moderated the relationship between perceived loafing and team performance. In particular, even when perceived loafing was high, students who received frequent instructor feedback were found to significantly reduce the damage to team performance. Based on these findings, the importance of instructors' facilitation in team project-based learning is discussed.

• Journal of the Korean Operations Research and Management Science Society
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• v.37 no.1
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• pp.73-88
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• 2012

This study examines the role of perceived feedback and motivations on the use for contribution in Knowledge Management Systems (KMS). An individual expects responses from others when he or she posts the knowledge or questions of soliciting knowledge in KMS. If an individual posts a message and there are many responses, motivation to use KMS will develop. Prior research has considered feedback a potential factor that would affect an individual's motivation, such as self-efficacy, but there is few prior works that have tested empirically on how feedback can influence an individual's motivations as well as the use for contribution in KMS. Perceived feedback can be categorized into feedback on posted knowledge and feedback on knowledge request postings. The results of the study show that motivations such as organizational reward, knowledge self-efficacy, and enjoyment of helping, except for social reward, are associated with the use for contribution. Our results also show that among perceived feedback, feedback on posted knowledge affects motivation and use for contribution while feedback on knowledge request postings directly influences the use for contribution.

• Journal of the Korean Operations Research and Management Science Society
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• v.32 no.2
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• pp.53-69
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• 2007

Internet shopping websites have offered comfort to consumers in shopping and built trust relationships with them by providing electronic agents for recommendation, escrow services, and customer centers etc. But as there is little big difference among the shopping websites in terms of technical competence, website design, operational policy, they recognize online feedback (reviews or recommendation of consumers or experts) and online feedback mechanism as important marketing tools. Based on online feedback related studies, this study explores antecedents (consensus, vividness of reviews, interactions in review boards) of the perceived effectiveness of review boards which are text-based feedback mechanisms and its consequences such as trust, satisfaction, and intention to use. The results show that the perceived effectiveness of review boards is significantly affected by vividness of reviews and interactions in review boards, and the impact of interaction in review boards on the perceived effectiveness of review boards is stronger than that of vividness of reviews. The results also show that the perceived effectiveness of review boards has a significant influence on trust and satisfaction with the shopping websites, and intention to use is influenced by both trust and satisfaction.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.25 no.2
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• pp.146-154
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• 2018

Purpose: In this study, effects of positive, negative, and mixed verbal feedback were examined for accuracy of self-assessment, emotional responses, self-efficacy, and perceived quality of feedback in skill performance assessment. Methods: Participants were a convenience sample of 104 second-year nursing students who had completed their fundamentals of nursing class. Participants were assigned randomly to a positive, a negative or a mixed feedback group. All participants completed the performance measure and then received the assigned the type of feedback from an evaluator. After delivery of feedback, they assessed their own performance using the same sheet as the evaluator and completed the survey for emotional response, self-efficacy for learning, and quality of feedback. Results: There were no significant differences in accuracy of self-assessment and perceived quality of feedback among the three groups ($x^2=4.74$, p=.094; $x^2=3.30$, p=.192, respectively). The negative feedback group had significantly lower self-efficacy and positive emotions and more negative emotions than the other two groups (F=9.43, p=.009; $x^2=16.29$, p<.001; $x^2=5.69$, p=.005, respectively). Conclusion: Negative feedback can affect emotions and motivations for learning in nursing students and may interfere with the effectiveness of feedback, so instructors should pay more attention when providing negative feedback. Mixed feedback with an effect similar to positive feedback could be an alternative.

• Smart Media Journal
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• v.6 no.4
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• pp.79-87
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• 2017

Differ from elder generation, active senior possesses the active characteristics of young people. In this research, the active senior users' UX problem was analyzed by Sundar's 'Interface Assessment'. According to Interface Assessment, the user's subjective user experience in GUI interactive can be divided into five elements, which are 'Visible', 'Desired Outcome', 'Immediate Feedback', 'Intuitiveness', 'Perceived Ease of Use'. Based on these five elements, user's behavior and perception experience during interface using were analyzed to classify UX problems. Next, Correlation Analysis was conducted to find out the relationship between the elements of Interface Assessment and user's subjective experience using PSSUQ as comparing data, and SPSS 22 version as statistic software. The result of this research was presented below: First, active senior user's biggest UX problem can be classified with 'Desired Outcome' in App using. Second, the correlation between the two elements, 'Desired Outcome', 'Perceived Ease of Use', and the PSSUQ result was statistically significant, but the correlation between the other three elements, 'Visible', 'Immediate Feedback', 'Intuitiveness', and the PSSUQ result were not statistically significant. According to the result, active senior users do have different characteristics compared with elder generation. The UX problems classified with 'Desired Outcome' and 'Perceived ease of use' apparently affect user's subjective experience, while the problems classified with 'Visible', 'Immediate feedback', 'Intuitiveness' show no evidence in affecting user's subjective experience. This phenomenon could be explained by the cumulative effects of PC or smartphone use. Through the analysis of multiple UX elements in this paper, better App interface could be developed according to active senior's needs.

• The Journal of Korean Academic Society of Nursing Education
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• v.25 no.2
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• pp.186-196
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• 2019

Purpose: This study was conducted to identify types of peer feedback in nursing skills performance training and to investigate emotional response, perceived quality of feedback and self-efficacy for learning from peer feedback. Methods: A total of 110 second-year nursing students attending fundamentals of nursing classes at a university participated in 2017. Participants received peer feedback from one selected colleague who observed their skills performance, and completed a questionnaire. Contents of peer feedback video recordings were transcribed and classified into seven types of feedback. Data were analyzed using an independent t-test, ANOVA and Pearson correlation. Results: Participants mostly received feedback of 'correcting' and 'providing information.' Positive emotional responses from peer feedback were above medium, and negative emotional responses were low. The perceived quality of peer feedback was moderate and self-efficacy for learning was high. Quality of feedback correlated with negative emotional response (r=-.24, p=.014), and self-efficacy for learning (r=.35, p<.001). Self-efficacy for learning correlated with intimacy with peers (r=.24, p=.011) and positive emotional response (r=.21, p=.028). Conclusion: The results suggest that peer feedback in skill training could be used in terms of emotional response and self-efficacy for learning.

• Journal of the HCI Society of Korea
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• v.11 no.2
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• pp.15-22
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• 2016

The ways to interact with digital appliances are becoming more diverse. Users can control appliances using a remote control and a touch-screen, and appliances can send users feedback through various ways such as sound, voice, and visual signals. However, there is little research on how to define which output method to use for providing feedback according to the user' input method. In this study, we designed an experimental study that seeks to identify how to appropriately match the output method - voice and sound - based on the user input - voice and button. We made four types of interaction with two kinds input methods and two kinds of output methods. For the four interaction types, we compared the usability, perceived satisfaction, preference and suitability. Results reveals that the output method affects the ease of use and perceived satisfaction of the input method. The voice input method with sound feedback was evaluated more satisfying than with the voice feedback. However, the keying input method with voice feedback was evaluated more satisfying than with sound feedback. The keying input method was more dependent on the output method than the voice input method. We also found that the feedback method of appliances determines the perceived appropriateness of the interaction.

• Journal of Digital Convergence
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• v.19 no.8
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• pp.225-234
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• 2021

Due to pandemic situations, the development of home robots that can make the house an optimized space for various activities is active. This study aims to confirm the effectiveness of approach or avoidance behavior for feedback positioning on the user experience, depending on the context in which the robot performs the task. Based on two types of the task contexts(Reactive vs. Proactive) and three types of robot feedback positioning(No move vs. Avoidance vs. Approach), six different scenarios were designed for experimental study. Likeability, perceived intelligence, rapport, negative attitude and predictability of behavior are measured for each conditions. The result showed the main effects of perceived intelligence, rapport, predictability in the context of tasks, and of likability, perceived intelligence, rapport in robot feedback positioning. The interaction effects were shown in likeability and perceived intelligence. In conclusion, approach-avoidance experiences can also be applied to robot behaviors as well, and the negative effects of avoidance have been significantly confirmed.

• English Language & Literature Teaching
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• v.13 no.1
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• pp.1-26
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• 2007

This study aimed to investigate how EFL learners perceived English writing tasks and teachers' written feedback. The subjects were 82 mixed major college EFL students aged 19-24; the majority were freshmen females. Based on the scores estimated from the essay evaluation test, they were placed into two groups (proficienand less-proficient writers) and responded to an in-class questionnaire. The results indicated that: (1) regardless of writing proficiency, a large number of the students felt that they were just fair writers, which could be derived from low confidence and high anxiety; (2) grammar and vocabulary were perceived as the main features that determined good EFL writers and also prevented the students from performing the writing task successfully; (3) they believed that teachers' feedback contributed to the development of their English writing skills because it helped them apprehend what to improve or avoid in the future, acquire better English usage, and correct their errors; and (4) the proficient writers were more willing to correct errors themselves after being provided clues than the less-proficient writers. Implications of the findings for EFL classrooms are discussed.

• Journal of the Ergonomics Society of Korea
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• v.32 no.4
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• pp.363-370
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• 2013

Objective: This study investigates the influences of vibrations on hedonic satisfaction based on four kinds of perceptions (perceived ease of use, perceived usefulness, perceived enjoyment, cognitive concentration) when mobile gaming. Background: As mobile gaming is becoming more and more popular for smartphone users, they might want to have more hedonic satisfaction instead of focusing on traditional usability criteria such as efficiency, effectiveness, and satisfaction. Method: We conducted a human-factors experiment with 35 male subjects to evaluate hedonic satisfaction in the mobile game configured by 7 vibration types having different levels of intensity and length. Results: The results revealed that the use of vibration significantly increases the perceived ease of use, perceived usefulness, and cognitive concentration. In addition, the intensity of vibration makes differences of perceived usefulness and cognitive concentration. Conclusion: Vibration can be effectively used to improve hedonic satisfaction of smartphone users in mobile gaming when they are not allowed to turn the sound effects on. Application: This study helps game designers effectively provide vibration feedback of mobile games for smartphone users.