• Knowledge Management Research
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• v.24 no.2
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• pp.185-209
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• 2023

The air travel industry, which had shrunk with COVID-19, is gaining wings again. Accordingly, this study investigated whether non-verbal communication factors experienced through interaction with airline flight attendants for passengers who have traveled abroad within the past year through domestic airlines affect customer engagement and brand intimacy. A total of 285 samples were collected, and SPSS 28 and AMOS 26 programs were used to verify the reliability and validity of the research tool, the suitability of the model, and hypotheses. As a result of the empirical study analysis, it was confirmed that Paralanguage and Proxemics in non-verbal communication of flight attendants had a significant effect on customer engagement. Although it is different from the results of previous studies following changes in perspective after COVID-19, it once again confirmed the importance of airline crew communication in providing face-to-face services at the interface with passengers. In order to induce customer engagement, which is a new customer satisfaction management index. In addition, it was confirmed that customer engagement has a significant effect on brand intimacy. These results support the view that it is necessary to establish new customer management indicators of emotion and relationship marketing in the existing marketing centered on price reduction or securing loyalty. It was confirmed that interactions with flight attendants can contribute to customer engagement, and these results have important implications for those working in the air transportation industry.

• Journal of The Korean Association For Science Education
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• v.27 no.9
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• pp.881-892
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• 2007

This study is aimed to classify teachers' questions and feedbacks as well as students' responses in term, of type and frequency, and speculate the distinctive features of verbal interactions including teachers' questions and feedbacks performed actively in the classes of the gifted in science. The 24 hours of the classes made for the 8th grade science-gifted students were observed and recorded. In addition, the mutual conversations between the teacher and the students were transcribed and analyzed, and the interviews with the teachers also were made. It is found that the teachers usually use the question methods of memory recollection, perception and memorization, together with an instant feedback method, while the students prefer to respond with rather short answers. The characteristic features of the class by the teachers who lead the active class show that they use the open questions at the beginning, raise the level of the questioning, use the questions 'why and how' frequently, and to ask evaluative questions. Their feedbacks to the students interestingly indicate that they show the students the attitude of accepting and receiving students' replies, invite different responses from other students by reserving instant answers or judgements to the students, and give the students the confidence of solving the next problems, by praising and encouraging them.

• Journal of The Korean Association For Science Education
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• v.26 no.2
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• pp.212-221
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• 2006

The purposes of this study were to examine the characteristics of teacher help in small group Thinking Science(TS) activities and analyze the way students respond to teacher help. For this study, twenty-four 5th grade and twenty-four 7th grade students were selected, to undertake TS activities. Out of the 8 activities students participated in, the verbal interactions in activity 4 and 6, by students in four small groups, which incorporated relatively active argumentation was analyzed. Students' cognitive level was identified through a science reasoning task and the students were grouped heterogeneously according to their cognitive level. This study showed that teachers predominately used simple confirmation questions in preference to metacognitive question. Also, teacher help varied according to one's personal traits, work experience and degree of activity recognition. It was discovered that when the teacher provided student appropriate metacognitive questions and sufficient feedback, students actively engaged in argumentation. On the other hand, when the teacher asked simple confirmation questions and interfered in the activity, students did not participate in argumentation actively.

• Journal of the HCI Society of Korea
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• v.9 no.2
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• pp.61-68
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• 2014

Tabletop games have been applied to improve the ability of social collaboration based on the characteristics that more than two people simultaneously interact on the tabletop. Especially, the tabletop games can be used as an educational tool for children with autism when it is implemented by considering educational and psychological models for children's behavioral characteristics. However, the previous collaborative games were designed for only disabled children so that it is hard to reflect cognitive and humanistic effects in inclusive education, where disabled children and non-disabled children interact in a same spatiotemporal environment. In this paper, therefore, we design a collaborative game on a multi-touch tabletop to enable spontaneous communication between disabled children and non-disabled children. Through user study, we evaluate the improvement in terms of the positive interaction and the degree of attention by comparing with a conventional collaborative game(e.g., a board game). We found that negative interaction including disabled children's abnormal behavior decreased and positive interaction such as body gestures and verbal communications increased. In addition, the tabletop game supported high immersiveness to all children by deriving equal level of attention time including individual and joint attention. We anticipate that the proposed game design can be utilized to develop collaborative contents for people with differences on sociality and cognitive ability.

• Journal of Families and Better Life
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• v.2 no.1
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• pp.131-150
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• 1984

The purpose of this study is to explore the family as an interaction system, concentrating on the mutual influences between communication and family development; (1) how Communication patterns affect family relationships, and (2) how relationships among family members affect communication. In order to do this Galvin, Brommel used the following frame work; family is a system in which communication regulates cohesion and adaptability by a flow of message patterns through a defined network of evolving interdependent relationships. A family system consists of members, the relationships among them, the family attributes, the members attributes and an environment in which family functions. Within the framework of common cultural communication patterns, each family has the capacity to develop its own communication code based on the experiences of individual members and the collective family experience. Most of us develop our communication skills within the family context learning both the general cultural language and the specific familial communication code. Communication may be viewed as a symbolic, transactional process as the process of creating and sharing meanings. To say that communication is a process implies a continuous interaction of an indefinite large numbers of variables with a concomitant,. continuous change in the values taken by these variables. Finally the process implies change, Family functions include the primary functions of cohesion and adaptability, and supporting functions of family images, themes, boundaries, and biosocial issues. The primary functions reveal concepts integrated family interaction and supporting function, along with those of cohesion and adaptability, give shape to family life. the characteristics of developed relationships of richness, uniqueness efficiency, substitutability, pacing , openness spontaneity, and evaluation are reflected in the verbal and nonverbal behaviors with which family members negotiated a set of common meanings and develop thier own unique message system. The message system is the major element of communication process and influences both the form and the content of thier relationship and in create and share meanings. Family systems need to provide order and predictability for thier members, specifically focusing on communication rules and the networks by which messages are transmitted. Most rules emerge as a result of multiful interactions. There are basic rules and rules about rules, or metarules. Perceiving the rules of family system is very difficult because often family members don't think about the basic rules, much less the metarules. Breaking the rule may result in the creation of a new set because the system may recalibrate itself to accept more variety of behavior. Families develop communication networks to deal with the general issue. Family adaptability may be seen through the degree of flexibility in forming and reforming networks and networks become a vital part of the decision- making process and relate to the power dynamics operating within the family. Networks also play an integral part in maintaining the roles and rules operating with the family system. Thus networks and rules have mutual influence. The family -of -origin issues influence all aspects of family communication and account for many of the communication patterns, rules and networks and the role of the family -of-origin influences as a primary force for communication on behavior of newly forming systems. Each family system develops its own communication meanings. There is not one right way to communicate within a family but may be indefinitly large change of family life and communication behavior. Study on functional family communication helps to gain a better understanding of dynamics of family communication and ability of a new insight into the family.

• The Journal of Korean Medicine
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• v.25 no.4
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• pp.129-138
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• 2004

Objective : Treatments for patients with mental retardation and pervasive developmental disorders are not curative, and are designed to help those with disabilities adjust to their environments and daily demands. As clinicians, the present authors tried to find agents with potentially curative properties. Among the numerous herbal formulations available, we chose and assessed Gami-jiwhang-tang (GJT) in the hope that it would improve cognitive development of children. Methods : Subjects were typically-developing healthy, 7- to 8-year-old boys and girls living in Seoul, Korea. The experimental group took GJT for six weeks and was followed up six weeks after discontinuation of GJT. The control group was assessed at the same intervals but did not receive placebos. To measure the effects of GJT, neuropsychological tests and intelligence test were taken before commencing GJT and twelve weeks later. Resulets and Conclusion : For all of the ANOVAs, the treatment by time interaction terms was not significant. However, the experimental group showed the tendency to be progressed in most subscales compared with the control group, especially on performance intelligence, visual organization, and verbal fluency. Conclusion : Although GJT failed to reveal significant improvement in cognition, we remain hopeful about the compound and believe that it should be evaluated by a double-blind, placebo-controlled trial in the future.

• Cartoon and Animation Studies
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• s.33
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• pp.127-152
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• 2013

This study is focused on a compositional viewpoint of camera appears in animation feature films through nonverbal communication approach; analyzing the approach would reveal more effective interaction between receivers' and actants' communication. The content of study includes semiological analysis of one of Hayao Miyazaki's master pieces, Howl's Moving Castle, in terms of descriptive structure and interpretation of screen. The semiological analysis methods in this study composes with sequence analysis, actant analysis, disjunction and conjunction analysis, and "shot" in media semiology analysis. Through these analyses, a conclusion has been drawn that a characteristic of interactive symbol connects audience and feature films. This study applies nonverbal communication in compositional viewpoint of camera to bring more effective approach for communication among actants, animation feature films, and receivers.

• Journal of Digital Convergence
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• v.10 no.3
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• pp.283-290
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• 2012

This study explored effect of shotsize and concern on the elector's attitude. For this study, 2 different styles of TV address moving pictures were produced on the basis of TV address text of district leader candidate. They were exposed to two different groups composed of university students, and the degree of favor, confidence and support was measured and analysed. The result of this study showed that the group exposed to bust shot was more favorable and supportive than the group exposed to waist shot. However, interaction effect between shot size and concern was not found. The meaning of this study can be found in the fact that effect of shot size as an element of non-verbal communication on the politician's image was proved through experiment.

• Journal of the Korean Chemical Society
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• v.46 no.1
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• pp.76-82
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• 2002

This study investigated the effects of assigning cognitive roles, a method that may promote verbal interaction in knowledge-building processes, in small-group discussion for science concept learning. Two classes (62 students) of 7th-graders respectively received a concept learning instruction through small-group discussion with assigned cognitive roles (CR) asking to explain and contradict one's idea and to synthesize and conciliate group's idea, and a concept learning instruction through small-group discussion with no specific assigned roles (NSR), for 9 class periods. After the instructions, the tests of achievement, conceptions, the perceptions on science learning environments, and the perceptions toward small-group discussion were administered. ANCOVA results revealed that low-achievers in the NSR group performed significantly better than those in the CR group. Similar tendency was also found in the scores of the conceptions test. Two groups did not differ significantly in the perceptions on science learning environments and toward small-group discussion.

• 한국HCI학회:학술대회논문집
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• 2008.02a
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• pp.540-546
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• 2008

In the near future, robots should be able to understand human's emotional states and exhibit appropriate behaviors accordingly. In Human-Human Interaction, the 93% consist of the speaker's nonverbal communicative behavior. Bodily movements provide information of the quantity of emotion. Latest personal robots can interact with human using multi-modality such as facial expression, gesture, LED, sound, sensors and so on. However, a posture needs a position and an orientation only and in facial expression or gesture, movements are involved. Verbal, vocal, musical, color expressions need time information. Because synchronization among multi-modalities is a key problem, emotion expression needs a systematic approach. On the other hand, at low intensity of surprise, the face could be expressed but the gesture could not be expressed because a gesture is not linear. It is need to decide the emotional boundaries for effective robot behavior generation and synchronization with another expressible method. If it is so, how can we define emotional boundaries? And how can multi-modality be synchronized each other?