• 산업경영시스템학회지
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• 제18권36호
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• pp.49-59
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• 1995

The vehicle navigation system is developed for helping driver to retrieve driving information more easily and fastly. Navigation System informs driver many pieces of driving information - roadway structure and system, on-line traffic condition, the position of vehicle, route guidance, destination and other information service. As the style of information is diverse and the amount of information is large, driver may have mental and visual overload. The display of information can disturb the driver's attention and this can cause accidents. This state is caused by the defect of human-machine interactions. When the navigation system is designed, human factors - cognitive, judgment, operating - must be considered. The display style must be designed simply and easily, not to be obstacle of human -machine interface. In this study, outside-in view display style and inside-out view display style are compared each other. Two factors are measured. One is cognitive factor-time of cognition on information that is displayed by screen display, cognition error rate. The other is image of screen display - subject's feeling about several styles of display, degree of subject's preference. The prototype of roadway is four kinds - Cross, T-cross, Y-cross and O-cross. Roadway display for test is taken from paper maps. Traffic condition display style, vehicle position display style and route guidance display style are taken from current display style. Traffic condition display style is symbol. Vehicle position display style and route guidance display style are described as color and symbol. The test on screen display is implemented doing given tasks. Then the test is analyzed statistically, The result of test analysis gives the guideline to the designer for the map display of the vehicle navigation system.

• 한국초등과학교육학회지:초등과학교육
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• 제43권2호
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• pp.322-336
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• 2024

본 연구에서는 초등학생들을 위한 ChatGPT 활용 과학 수업에 대한 교육적 효과를 탐색하고자 하였다. D광역시 소재의 초등학교 6학년 학생 25명을 대상으로 초등 과학 수업이 초등학생의 인지적 영역 발달에 미치는 영향, 초등학생은 과학 수업에서 ChatGPT를 활용하는 것에 대해 어떻게 인식하는지 알아보았다. 연구 결과 ChatGPT 활용 과학 수업이 초등학생들의 인지적 영역 발달에 도움을 줄 수 있는 가능성을 찾을 수 있었고, 초등학생은 ChatGPT를 활용한 수업의 효과에 긍정적인 응답을 하였다. 또한 ChatGPT를 활용한 과학 수업에 대해 긍정적으로 인식하는 학생들과 부정적으로 인식하는 학생들, 그리고 긍정적인 면과 부정적인 면을 모두 인식하는 학생들로 구분하였다. 부정적으로 인식하는 학생들은 주로 ChatGPT를 활용한 과학 수업에서 'Remember' 단계에 머무는 학생들이 많았으며, 긍정적인 면과 부정적인 면을 모두 인식하는 학생들일수록 보다 높은 단계의 질문을 ChatGPT에게 제시하는 것으로 나타났다.

• 한국실내디자인학회논문집
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• 제19권2호
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• pp.117-125
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• 2010

Theories and concepts emerging in new media environment are influencing the field of current spatial design. Art and technology have always coexisted, not but they are differentiated in two parts. They show new communicational paradigm in terms of supplementary position each other. The fact that examining the expression method and the communicational structure of today's new media art will be an analytical tool which analyzes the concepts of contemporary spatial design. For this, we attempt to use the Bolter and Gusin's remediation theory as analytical tool. First of all, we consider its theoretical aspects, and then, classify them according to the creation method, and investigate the characteristics of expression according to their types. We prepared an framework of analysis using the Remediation theory and its traits. We reviewed the relations between new media and spaces concerning remediation. After researching, we could analyze the cognitive aspects between new media and spaces as immediacy, and recognize the operational aspects of visual image as hypermediacy. Through the analysis, we could recognize the traits that digital environmental simulacres, sense of telepresence, and non-linear hypermediacy etc. remediate with repeating of mediation of mediation.

• 유통과학연구
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• 제16권2호
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• pp.25-33
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• 2018

Purpose - This study focused on the effect of counter-factual thinking on post-purchase behavior producing consumer regret at HMR selection and purchase. We have analyzed the factors that HMR production and distribution businesses should consider because distribution and marketing strategy reflecting consumers' demand. Research design, data, and methodology - For the purpose of carrying out this research, we conducted a direst structured questionnaire to students at 'J' college. A total of 237 valid questionnaires were collected for students and their parents at 'J' university. For the hypothesis test, exploratory factor analysis, t-test, regression and structure equation path analysis were performed. Results - The consumers who often resented HMR purchase did counter-factual thinking on post-purchase behavior were likely to do switching purchases. Counter-factual thinking on post-purchase behavior had a negative influence upon consumer's satisfaction with HMR safety and marketing characteristics. Conclusions - Consumers who had been satisfied to a certain degree might have cognitive dissonance of minor mistakes of HMR product were likely to have downward counter-factual thinking through contrast effects. Therefore, HMR producer and distribution businesses that had production, distribution and marketing strategy to satisfy consumers by raw material, freshness and safety were likely to switch to another product at one time mistake of selection, purchase and use.

• 한국자원식물학회:학술대회논문집
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• 한국자원식물학회 2019년도 추계학술대회
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• pp.41-41
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• 2019

The genus Ficus L., containing approximately 850 species, is by far the largest genus in the Moraceae. They are mainly distributed worldwide, mainly in tropical countries. In South Korea, there are three native Ficus (including F. erecta Thunb, F. sarmentosa var. nipponica (Franch. & Sav.) Corner, and F. thunbergii Maxim.). Among them, F. erecta is effectively natural resources for the improvement of senile cognitive impairment. However, the chloroplast (cp) genome sequences and information of F. erecta have not been addressed. Therefore, in this study, we provide the complete cp genome of F. erecta and its allied species using next-generation sequencing technology. The chloroplast of Ficus species has typical structure which includes large and small single copy regions and a pair of inverted repeats (IRs). The sizes of cp genomes range from 160,276 bp to 160,603 bp. To determine the phylogenetic positions of these species, we conducted a maximum likelihood analysis using common protein-coding genes in chloroplast sequences. Also, we describe a newly developed single nucleotide polymorphism (SNP) markers using multiplex PCR to identify F. erecta based on amplification-refractory mutation system (ARMS) technique. We analyzed matK, atpB of the chloroplast genes and ITS from F. erecta and three related taxa, F. carica, F. sarmentosa var. nipponica and F. thunbergii. It provides useful information for molecular identification between F. erecta and related Korean native species.

• 가정과삶의질연구
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• 제2권1호
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• pp.93-109
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• 1984

The purpose of this study is to investigate the direction and strategy of education for sex role concepts of children on the basis of factor analysis of the present situation in sex role concepts and their formation. Although some maintain that sex role concept of our society has been changing slowly, the traditional sex role concept still dominates and is potentially immanent. the analysis of present condition of our society indicates that the formal as well as informal education are facing with various crucial problems in providing the direction of behavior demanded for carrying out the role. The close analysis of the three theories, psychoanalytic theory , social learning theory, cognitive development theory, lends a support to the laim of the study that cognitive development theory provide an integrated frame of reference for us to see the sex role education analytically Furthermore, the factors which are found to have influences on the formation of sex role have been analyzed in three areas: Family, School and society. 1)The factors in family such as parental behavior of upbringing and their concepts of sex role have a direct relationship with the nature of sex tole concept of children. Therefore, the first step to make children to habe a new type of sex-role conception appropriate for modern societies is to change that of parental conception and attitudes. 2)the quantitative as well as the qualitative aspects of school education showed no exceptional trend from the dominant conception of the society, although school are expected to lead the society as formal education institution rather than just reflect the society. The educational activities and contents such as the conceived goal of education for eoch sex, textbook constitation, teaching behavior and sex-role concepts of teacher are found to be still dominated by the traditional sex-role assumption. 3) The social factors that have direct relationship with children's sex-role formation are social and cultural, which include social milieu, condition of employment, family structure and mass-media. Since family and school do not educate the young in a social vacuum. their educational function of sex-role formation are doomed to be limited and determined by these social factors. Unfortunately, the analysis of present conditions showed the dominance of traditional types of sex-role concepts in all these social factors. The education of sex-role concept for children should be treated as one of the most crucial value problems related with many other important problems, such as direction and patterns of behaviors of each sex, the degree of self-development and capabilities, and consequently human right, equality, humanization and the quality of happiness. Neverthless, the analysis of researches on sex-role education which have been surveyed in this study lead to a conclusion that concerted effort to change the education, formal as well as informal should be provided in every aspect of social life. If the sex role education of the past has aimed at the "feminization"of girls which indoctrinate girls into a limited and fixed role of house wives, the new education in the future should be directed foward "humanization" of both sexes which opens the diversity of roles for both boys and girl on equal levels and provide future possibilities in accordance to their individual capabilities and interests.

• Human Ecology Research
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• 제52권1호
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• pp.43-53
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• 2014

The purpose of this study was to 1) investigate the characteristics of burnout of Korean elementary school students and 2) develop and validate the Korean Academic Burnout Scale-Elementary School Students (KABS-ESS). Fifty-one behavioral descriptions of burnout extracted through a preliminary survey, focus group interview, and literature review were administered to a sample of 531 elementary students of the 4th to 6th grade in Gyeonggi Province. The results of an exploratory factor analysis indicated that the structure of the burnout of Korean elementary school students consists of seven factors (i.e., inefficacy, avoidance, cynicism, emotional exhaustion, physical exhaustion, antipathy and cognitive exhaustion), and this structure of final 28 items was confirmed by the confirmatory factor analysis. The KABS-ESS showed a correlation of .771 with a representative academic burnout scale, Maslach Burnout Inventory-Student Survey, and -.561 with the academic engagement scale, indicating that both convergent and discriminant validities were confirmed. Furthermore, all fit indices of the structural equation model of the Schaufeli and Bakker's job demands-resources in an academic setting were satisfactory, and the possibility of the validity generalization of the model was supported. The demand variables predicting academic burnout and engagement were academic overload and parental pressure, while self-resilience, self-regulated learning strategies, and parental and the teacher's support were identified as the resource variables. Lastly, the implications and future direction of the present study were discussed.

• Asia pacific journal of information systems
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• 제22권3호
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• pp.75-97
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• 2012

Knowledge residing in the heads of employees has always been regarded as one of the most critical resources within a firm. However, many tries to facilitate knowledge transfer among employees has been unsuccessful because of the motivational and cognitive problems between the knowledge source and the recipient. Social capital, which is defined as "the sum of the actual and potential resources embedded within, available through, derived from the network of relationships possessed by an individual or social unit [Nahapiet and Ghoshal, 1998]," is suggested to resolve these motivational and cognitive problems of knowledge transfer. In Social capital theory, there are two research streams. One insists that social capital strengthens group solidarity and brings up cooperative behaviors among group members, such as voluntary help to colleagues. Therefore, social capital can motivate an expert to transfer his/her knowledge to a colleague in need without any direct reward. The other stream insists that social capital provides an access to various resources that the owner of social capital doesn't possess directly. In knowledge transfer context, an employee with social capital can access and learn much knowledge from his/her colleagues. Therefore, social capital provides benefits to both the knowledge source and the recipient in different ways. However, prior research on knowledge transfer and social capital is mostly limited to either of the research stream of social capital and covered only the knowledge source's or the knowledge recipient's perspective. Social network theory which focuses on the structural dimension of social capital provides clear explanation about the in-depth mechanisms of social capital's two different benefits. 'Strong tie' builds up identification, trust, and emotional attachment between the knowledge source and the recipient; therefore, it motivates the knowledge source to transfer his/her knowledge to the recipient. On the other hand, 'weak tie' easily expands to 'diverse' knowledge sources because it does not take much effort to manage. Therefore, the real value of 'weak tie' comes from the 'diverse network structure,' not the 'weak tie' itself. It implies that the two different perspectives on strength of ties can co-exist. For example, an extroverted employee can manage many 'strong' ties with 'various' colleagues. In this regards, the individual-level structure of one's relationships as well as the dyadic-level relationship should be considered together to provide a holistic view of social capital. In addition, interaction effect between individual-level characteristics and dyadic-level characteristics can be examined, too. Based on these arguments, this study has following research questions. (1) How does the social capital of the knowledge source and the recipient influence knowledge transfer respectively? (2) How does the strength of ties between the knowledge source and the recipient influence knowledge transfer? (3) How does the social capital of the knowledge source and the recipient influence the effect of the strength of ties between the knowledge source and the recipient on knowledge transfer? Based on Social capital theory and Social network theory, a multi-level research model is developed to consider both the individual-level social capital of the knowledge source and the recipient and the dyadic-level strength of relationship between the knowledge source and the recipient. 'Cross-classified random effect model,' one of the multi-level analysis methods, is adopted to analyze the survey responses from 337 R&D employees. The results of analysis provide several findings. First, among three dimensions of the knowledge source's social capital, network centrality (i.e., structural dimension) shows the significant direct effect on knowledge transfer. On the other hand, the knowledge recipient's network centrality is not influential. Instead, it strengthens the influence of the strength of ties between the knowledge source and the recipient on knowledge transfer. It means that the knowledge source's network centrality does not directly increase knowledge transfer. Instead, by providing access to various knowledge sources, the network centrality provides only the context where the strong tie between the knowledge source and the recipient leads to effective knowledge transfer. In short, network centrality has indirect effect on knowledge transfer from the knowledge recipient's perspective, while it has direct effect from the knowledge source's perspective. This is the most important contribution of this research. In addition, contrary to the research hypothesis, company tenure of the knowledge recipient negatively influences knowledge transfer. It means that experienced employees do not look for new knowledge and stick to their own knowledge. This is also an interesting result. One of the possible reasons is the hierarchical culture of Korea, such as a fear of losing face in front of subordinates. In a research methodology perspective, multi-level analysis adopted in this study seems to be very promising in management research area which has a multi-level data structure, such as employee-team-department-company. In addition, social network analysis is also a promising research approach with an exploding availability of online social network data.

• 정보교육학회논문지
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• 제25권6호
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• pp.917-925
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• 2021

본 연구의 목적은 모듈형 데이터 분석 도구를 활용하여 구성주의 기반의 교수학습방법을 구체화하는데 있다. 인공지능교육을 위한 내용기준에서 제시하는 인공지능이 적용된 도구로서 모듈형 데이터 분석도구가 갖는 가치와 의미를 살펴보고 컴퓨팅사고력을 기반으로 문제해결력을 기르는 단계와 과정을 살펴보고자 하였다. 모듈형 데이터분석 도구는 구성주의적 관점에서 동화와 조절을 통해 평형화를 이루는 과정에서 스키마를 형성하는 인지적 사고절차를 시각적으로 표현함으로서 인공지능에서 데이터의 구조를 형상화하는 특징을 갖고 있는 도구라는 장점을 갖는다. AI교육은 문제해결의 절차를 알고리즘으로 구현된 블랙박스로서의 표상화된 스키마를 적용한다는 점에서 데이터 분석의 모듈을 구조화하고 추상적 지식의 구조를 구체화하는 특징을 갖는다고 할 수 있다. 따라서 개념적 스키마와 내재적 스키마를 연결하는 도구로서의 장점을 갖는다는 점에서 모듈형 데이터 분석 도구의 활용가치를 살펴볼 수 있다.

• 한국과학교육학회지
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• 제37권2호
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• pp.371-382
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• 2017

과학과 교육과정은 모든 독자가 집필자의 의도를 정확히 해석할 수 있도록 서술되어야 한다. 본 연구에서는 과학과 교육과정 성취기준에 대한 국어교육전공자의 해석을 살펴보고, 국어교육전공자와 과학교육전공자의 해석 차이가 나타나는 경우를 분석함으로써, 교과내용 전공자와 비전공자가 이해를 공유할 수 있도록 성취기준을 진술하는 방법에 대해 알아보았다. 국어교육전공자 3인은 '국어교육전공자의 과학과 성취기준 분석틀'을 이용했으며, 과학교육전공자 3인은 'TIMSS 인지적 영역 평가틀'을 기반으로 분석하였다. 두 교과의 해석차이가 나타나는 부분은 면담을 통해 그 이유를 알아보았다. 연구 결과에 따르면, 국어교육전공자와 과학교육전공자는 '설명', '분석', '정의', '인과' 등의 용어에 대한 시각차를 가지고 있었다. 성취기준이 포괄적 의미의 서술어로 진술된 경우 해석이 다양하게 분포하였으며, 과학과 성취기준이 '설명할 수 있다'의 서술어를 자주 사용하고 있음에도 불구하고 국어과의 해석에 따르면 이들 대부분이 설명하기의 하위항목보다 묘사하기의 하위 항목으로 분석되었다. 과학교육전공자는 부사어나 관형어 등으로 표현되는 과정적 지식을 강조하여 해석하는 반면 국어교육전공자는 목적어, 서술어 등 문장의 필수 요소에 강조점을 두어 해석하는 경우에 두 교과의 해석 차이가 발생하였다. 또한 과학교육전공자는 성취기준 문장에서 내용의 범위나 수준에 대한 정보가 충분히 제공되지 않은 경우 암묵적 지식을 기반으로 해석하였으나 국어교육전공자는 문장 구조에만 의존하여 표면적 의미를 해석하여 두 교과의 해석 차이가 발생했다. 교육과정에서 성취기준을 진술할 때 도달해야 할 목표 개념의 범위와 인지적 영역의 수준을 부사어 및 관형어를 포함한 행동 동사로 적확하게 기술하며, 국어교육전공자를 포함한 다양한 전공 영역의 전문가가 검토함으로써 집필자의 의도대로 해석되도록 문장 구조를 명료하게 진술하는 것이 바람직하다. 이와 같이 성취기준이 나타내고자 하는 인지적 영역을 타 교과와 연계하여 분석하고 진술함으로써 교과 융합적 개선 방안을 마련하는 것이 요구된다.