• Korean Journal of Child Studies
• /
• v.20 no.1
• /
• pp.79-97
• /
• 1999

This study investigated interactions of two-year-old toddlers in peer conflicts caused by disputes over objects. Thirty pairs of same-gender peers were recruited from 10 child care centers. The age of these toddlers ranged from 24 to 36 months. The data were collected by experimental observation. The interaction processes between the pairs of subjects were recorded by video camera. 24 pairs displayed peer conflict over objects. The data were analyzed qualitatively and quantitatively employing content analysis and the SPSSW in 6.0. Major findings showed that when the toddler was in conflict with a peer for toys, (1) he or she interacted actively with the other child, employing both non-verbal and verbal strategies to resolve the conflict; (2) behaviors and statements reflected an egocentric tendency; (3) they recognized ownership of toys; and (4) he or she employed some prosocial strategies which could provide a basis for developing social skills in a conflict situations with peers.

• Korean Journal of Child Studies
• /
• v.31 no.1
• /
• pp.35-46
• /
• 2010

This study analyzed variables that affect children's leadership qualities. The subjects were 400 five-year-old children and their mothers living in the Seoul metropolitan area. The instruments used in this study were the Young Children's Leadership Scale (Kim, 2006), Temperament(Hong, 2008), Peer Interaction (Choi, 2004), Mother's Verbal Control Modes(Do, 1997), and the HOME instrument (Rhee and Jang, 1982). The data collected was analyzed by descriptive statistics, Pearson's correlation, and multiple regression analysis. Our results indicated that (a) girls' scores on leadership were higher than those of boys. (b) Boys' leadership qualities were related to children's temperament, peer relationship, maternal verbal control modes, and home environment. (c) Girls' leadership qualities were related to children's temperament, peer relationship, and home environment. (d) In particular, it was noted that children's temperament (in terms of their sensitivity/endurance) was the strongest predictor for leadership qualities in both boys and girls.

• Journal of Information Technology Applications and Management
• /
• v.28 no.1
• /
• pp.43-51
• /
• 2021

This article explores Kim Hye-soo's film acting from the perspective of performance, which means a socio-cultural action planned and intended for a certain purpose. Through the aspect of screen performance which the identity of the era that the performance study aims for is expressed through acting and reappeared in a system of verbal and non-verbal symbols, it was intended to enhance the academic value of Korean film acting. First, Kim Hye-soo's acting performance transforms by repeating genre acting. The sensuality and sexual attractiveness that evaluates Kim Hye-soo are repeated by the typical vision required by genre films, but the acting performance is not consumed or subordinated as a tool for visual pleasure. Second, Kim Hye-soo's body, face, emotion and audio are engraved with memories of the times, and the sociocultural identity of the performance is expressed through dynamic interaction between actions and reactions. Third, Kim Hye-soo's restored and recreated performance is sensitive to the changes of the times and is still in the process.

• Korean Journal of Child Studies
• /
• v.8 no.1
• /
• pp.1-14
• /
• 1987

The purpose of the present research was to study the self-regulation of the child during mother child interaction. That is. this study focused on how mothers regulated children's problem solving efforts before children began to function as independent agents capable of self-regulation. The emphasis was on the "regulation-by-others" that preceded "self-regulation". The subjects of this study were 30 mother-child dyads. The dyads were divided into 3 groups of 10 dyads each on the basis of the child's age (2, 3, and 4 years of age). The instrument used for this study was the "truck puzzle" devised by Wertsch, McNamee, Mclane and Budwig (1980). The problem solving task in this study required the dyad to make a puzzle in accordance with the model puzzle. The interaction of 30 mother-child dyads was observed and analyzed flH verbal and non-verbal behavior used by the mother to regulate the child's behavior. One-way ANOVA, Scheffe post hoc comparision and Spearman's rank-difference correlation were used for the statistical analysis of the data. The results revealed that there were significant age trends in regulation-by-others and self regulation in joint cognitive activity; that is, there were developmental transitions from regulation by-others to self-regulation in connection with crucial strategic behavior (looking at the model). Significant differences were found in mothers' interventions after children's gaze at the model in joint cognitive activity; that is, the mean proportion of mothers' intervention for the 2-year-old group was the highest and that of the 4-year-old group was the lowest. There were no significant age-related differences in mothers' use of referential perspectives in joint cognitive activity. Children's regulation- by-others increased and children's self-regulation decreased in proportion to mothers' use of referential perspectives.

• Journal of Practical Engineering Education
• /
• v.14 no.3
• /
• pp.555-563
• /
• 2022

This study explored the educational effects of e-PBL by using metaverse tools to strengthen PBL interactions among foreign learners. The university's 3-hour, 15-week PBL subject was systematically reorganized to satisfy the needs of online groups of students. Metaverse technology was also used as a tool for interaction in the process of solving practical problems closely related to our social issues through e-PBL. e-PBL lectures are composed of foreign learners from various countries. More than half of the 43 participating students are from 11 different nations. Learners in an e-PBL class are able to partake in task-based learning activities through the use of the metaverse. This qualitative study identified the metaverse is an effective communication tool which transcends language and nationality. It is also a unique space where both verbal and non-verbal communication between team members are possible online. This study can demonstrate the positive effects of e-PBL teaching methods. By using the metaverse's various tools of interaction to improve communication among foreign learners whose Korean levels are not perfect, we can create a digital space which more closely resembles an offline, interpersonal learning experience.

• The Journal of the Korea Contents Association
• /
• v.5 no.4
• /
• pp.122-132
• /
• 2005

CVE(Collaborative Virtual Environment) is the virtually shared area where people cannot come together physically, but wish to discuss, collaborate on, or even dispute certain matters. In CVEs, in habitants are usually represented by humanoid embodiments, generally referred to as avatars. But most current graphical CVE systems fail to reflect the natural relationship between the avatar's gesture and the conversation that is taking place. More than 65% of the information exchanged during a person to person conversation is carried on the nonverbal band. Therefore, it is expected to be beneficial to provide such communication channels in CVEs in some way. To address this issue, this study proposes a scheme to represent avatar's gestures that can support the CVE users' communication. In the first level, this study classifies the non-verbal communication forms that can be applicable to avatar gesture design. In the second level, this study categorizes the body language according to the types of interaction with verbal language. And in the third level, this study examines gestures with relevant verbal expressions according to the body parts-from head to feet. One bodily gesture can be analyzed in the description of gesture representation, the meaning of gesture and the possible expressions, which can be used in gestural situation.

• Journal of Korea Multimedia Society
• /
• v.15 no.4
• /
• pp.501-507
• /
• 2012

Human body motion is a non-verbal part for interaction or movement that can be used to involves real world and virtual world. In this paper, we explain a study on natural user interface (NUI) in human hand motion recognition using RGB color information and depth information by Kinect camera from Microsoft Corporation. To achieve the goal, hand tracking and gesture recognition have no major dependencies of the work environment, lighting or users' skin color, libraries of particular use for natural interaction and Kinect device, which serves to provide RGB images of the environment and the depth map of the scene were used. An improved Camshift tracking algorithm is used to tracking hand motion, the experimental results show out it has better performance than Camshift algorithm, and it has higher stability and accuracy as well.

• Electronics and Telecommunications Trends
• /
• v.39 no.2
• /
• pp.12-23
• /
• 2024

The Metaverse industry is developing rapidly, and related technologies are being actively improved. Tools such as controllers, keyboards, and mouses are used to interact in the Metaverse, but they are not natural and intuitive interfaces to resemble real-world interactions. Immersive interaction in a Metaverse space requires the engagement of various senses such as vision, touch, and proprioception. Moreover, in terms of body senses, it requires a sense of body ownership and agency. In addition, eliciting cognitive and emotional empathy based on non-verbal expression, which cannot be suitably conveyed to the digital world, requires higher-level technologies than existing emotion measurement solutions. This diversity of technologies can converge to build an immersive realistic Metaverse environment. We review the latest research trends in technologies related to immersive interactions and analyze future development prospects.

• Korean Parent-Child Health Journal
• /
• v.5 no.2
• /
• pp.129-144
• /
• 2002

This longitudinal quasi-experimental research was conducted to develop parent role education program and to evaluate the effect of this program for mother-infant interaction, childrearing environment and infant development. The subjects were the healthy infants weighing over 2,500gm at birth, whose gestational age was more than 37weeks, and their healthy mothers. The sample consisted of eighteen mother-infant dyads for intervention group and sixteen dyads for control group. Data were collected from March 15th in 1999 to Jun 20th in 2000. The intervention group received programmed education consisted of discharge education, telephone counselling, and home visiting care. But control group were collected data without programmed education. In this study, the Nursing Child Assessment Teaching Scale(NCATS) devised by Barnard was used to determine the mother-infant interaction, HOME was used to determine the childrearing environment, and Griffiths mental development scale was used to determine the infant development. The data were analyzed using SPSS Win using chi-square test, t-test, and repeated measure ANOVA. This study was focused on the results of twelve months time point. Summaries of the results were as follows: 1. There was no significant difference in mother-infant interaction(NCATS) between intervention group and control group. But both of two groups showed significantly higher in interaction score at twelve months than at six months in the subscales of social-emotional growth fostering, and responsiveness to caregiver. 2. There was no significant difference in childrearing environment(HOME) between two groups at twelve months. But when each subscale of HOME was examined, intervention group showed higher scores in the dimensions of maternal involvement with child(p=.001), and maternal emotional-verbal responsivity(p=.048). 3. There was no significant difference in GQ of the Griffiths mental development scale between two groups, although significant difference was found in performance subscale. 4. Infant development at twelve months showed significant correlation with mother-infant interaction and childrearing environment at six months, although mother-infant interaction and childrearing environment at twelve months did not show significant correlations with infant development at twelve months. 5. Developmental scores at six months showed significant correlations with variety in daily stimulation, and mother's emotional, verbal responsivity, whereas developmental scores at twelve months showed significant correlations with acceptance of child behavior at six months, and appropriate play material at twelve months. In conclusion, the maternal education program for primipara showed long term effect in some categories in organizing the childrearing environment, and fostering the infant development. We suggest further study and implications of parent role education program for high risk parents such as parents in low economic status or with premature babies.

• The Journal of Korea Robotics Society
• /
• v.17 no.4
• /
• pp.447-454
• /
• 2022

This paper presents the psychomotorik-based play activities executed by the social robot at home which helps children's social and emotional development. Based on the theory and practice of the psychomotorik therapy, the play activities were implemented in the close collaboration between psychmotorik experts, service designers and robotics engineers. The designed play activities are classified into four categories depending on the main areas of child development. The robotic system that can express verbal and nonverbal behaviors was developed in order to play games with children and but also to make children have continuous interest during the play activities with it. Finally, the psychomotorik-based play service scenario and interactive robot system were validated by the expert group from the domain of child psychotherapy. The evaluation results showed that the play service and the robot system were appropriately developed for children from the experts point of view.