• The Journal of Bigdata
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• v.5 no.1
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• pp.29-39
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• 2020

Purpose The atmosphere of respect for individual tastes that have spread throughout society has changed the consumption trend. As a result, the travel industry is also seeing customized travel as a new trend that reflects consumers' personal tastes. In particular, there is a growing interest in 'film-induced tourism', one of the areas of travel industry. We hope to satisfy the individual's motivation for traveling while watching movies with customized travel proposals, which we expect to be a catalyst for the continued development of the 'film-induced tourism industry'. Design/methodology/approach In this study, we implemented a methodology through 'OCR' of extracting and suggesting film location information that viewers want to visit. First, we extract a scene from a movie selected by a user by using 'OpenCV', a real-time image processing library. In addition, we detected the location of characters in the scene image by using 'EAST model', a deep learning-based text area detection model. The detected images are preprocessed by using 'OpenCV built-in function' to increase recognition accuracy. Finally, after converting characters in images into recognizable text using 'Tesseract', an optical character recognition engine, the 'Google Map API' returns actual location information. Significance This research is significant in that it provides personalized tourism content using fourth industrial technology, in addition to existing film tourism. This could be used in the development of film-induced tourism packages with travel agencies in the future. It also implies the possibility of being used for inflow from abroad as well as to abroad.

• Journal of Digital Convergence
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• v.17 no.3
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• pp.1-11
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• 2019

This study is aimed to analyze university students' learning experiences in K-MOOC by conducting a survey of university students' perception of K-MOOC, who are the major users of K-MOOC. Also it intended to use them to develop a specific strategy for continued use of K-MOOC. The study was conducted on 155 university students who attending university course and experienced K-MOOC's course within a year. The survey was conducted on online and provided with multiple questions about sustainability and satisfaction. Also survey provided with a subjective items about reason of satisfaction and dissatisfaction with the K-MOOC, and expectation about the future K-MOOC. The analysis found that the main motivation for university students was the convenience of online learning, which was the highest in questions asking why they were satisfied. For reasons of dissatisfaction, the decrease in academic volition and lack of interaction, and the technical problems of K-MOOC system were pointed out. University students learners are expecting improvements in course content and K-MOOC system. Based on these results, this paper suggests instructional strategies to help K-MOOC university students for becoming lifelong learners of K-MOOC.

• The Journal of the Convergence on Culture Technology
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• v.8 no.3
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• pp.159-165
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• 2022

The purpose of this study is to examine racism in the movie ≪Green Book≫ and to find solutions to racism through discussion with students. Set in 1962 in the United States, this film depicts the process of forming a good bond with the black pianist Dr. Shirley and the driver Tony in a racist society. This study utilized the subject of race, one of the subjects covered in the humanities class in the global era of S University in the second semester of 2021. This is because, since the outbreak of racism, the problem of racism has continued to arise in the current COVID-19 pandemic situation. Therefore, the researcher looked at racism and intercultural education as a theoretical background, and looked at cases of racism in movies and cases of racism that have occurred today. The history of racism and discrimination dates back to medieval Europe and was caused by religious conflicts and was attributed to white supremacy. As a solution to this racial discrimination, international organizations suggested intercultural education. And the reason why film was used in this study is because it aims to provoke students' interest and motivation for learning by targeting first-year university students called the digital native generation who were born and grew up with the Internet. In this study, students' solutions to racism were presented using discussion, and then the researcher's solutions were presented.

• Journal of Global Scholars of Marketing Science
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• v.20 no.3
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• pp.249-261
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• 2010

As consumers' concern for the environment has continued to increase, many firms have actively engaged in environmental marketing to achieve their objectives. However, consumers' high concerns about the environment are not always reflected in their purchasing behavior. This indicates the need for an in-depth understanding of the development of green consumption within the individual's belief system. In consideration of psychological approaches, a large body of research has examined the factors underlying ecologically conscious "green" consumer behavior and the interrelationships of these factors. However, most previous studies have concentrated on Western countries. Using a sample of Korean consumers, this study attempts to understand the basis of Korean green consumerism and find universal values that are cross-culturally important in guiding consumers' environmental attitudes and behaviors. To this end, this study relates Schwartz's 10 universal values (Schwartz 1992) to environmental behaviors in a hierarchical model of value-attitude-behavior. With reference to the value-attitude-behavior framework, the conceptual model developed for the study explains what motivations can be manifested in Korean consumers' environmental attitudes, and subsequently how the attitudes affect their green choices. Using the pattern of relationships among values that can be related to environmentalism, the first hypothesis holds that there would be particular relationships between motivational value types and environmental attitudes. Hypothesis 2 assumes that environmental attitudes predict environmental behaviors. On the basis of the claim that favorable attitudes toward the environment may be expressed in many different behaviors, the assumption is that consumers' favorable attitudes toward the environment would be linked to a variety of environmental behaviors because people with high environmental attitudes can be more interested in and knowledgeable about environmental actions. Consistent with H2, H3 hypothesizes that there would be a positive relationship between different types of environmental behavior. A total of 564 university students participated in the study. The sample included 308 men, 254 women, and two participants who did not indicate their gender. The average age of the participants was 22.5 years, with a range of 19 to 39. Regarding majors, special efforts were made to draw the participants from different departments of the university. Data were collected by a survey administered via self-completion questionnaires., which assessed the participants' value priorities, environmental attitudes, and behaviors. Path analysis conducted to test the proposed model found the overall fit to be ${\chi}^2$=72.01 (p=0.00), GFI=0.983, CFI=0.982, NFI=0.970, RMR=0.070, and REMSEA=0.050. Thus, most of the fit measures indicated a good fit of the model with the data, and a hierarchical relationship from values to environmental attitudes to environmental non-purchasing behavior to environmental purchasing behavior was confirmed. An assessment of all the predicted paths by path coefficients led to several major hypothesized effects being confirmed. Out of the ten value types, universalism and power were significantly but conversely related to environmental attitudes. In line with the other studies, these findings confirm that environmental attitudes are an important factor in leading to a variety of green behaviors. Finally, significant relationships were found between environmental purchasing and non-purchasing behaviors. The path analysis supported the idea that universalism values provide a motivation for Korean consumers' greenness and indirectly promote environmental acts through favorable attitudes toward the environment. Participants with high environmental attitudes were found to actively engage in diverse forms of green consumer behavior. This research provides an opportunity to examine cross-cultural differences with respect to values leading to environmentalism, and, further, to verify previous findings. The study also examined the attitude-behavior relationship with respect to three distinct types of environmental behaviors. The different strengths of paths between green attitudes and behaviors suggest that researchers should consider the specificity of behavior explained as an effort to improve the low attitude-behavior correlation. Finally, the findings here illustrate that with increased environmental concerns among people, they come to include more such behaviors in their green portfolios.

• Journal of Intelligence and Information Systems
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• v.20 no.2
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• pp.179-192
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• 2014

Keeping in line with the recent changes in the information technology environment, the online learning environment that supports multiple users' participation such as MOOC (Massive Open Online Courses) has become important. One of the largest professional associations in Information Technology, IEEE Computer Society, announced that "Supporting New Learning Styles" is a crucial trend in 2014. Popular MOOC services, CourseRa and edX, have continued to build active learning environment with a large number of lectures accessible anywhere using smart devices, and have been used by an increasing number of users. In addition, collaborative web services (e.g., blogs and Wikipedia) also support the creation of various user-uploaded learning materials, resulting in a vast amount of new lectures and learning materials being created every day in the online space. However, it is difficult for an online educational system to keep a learner' motivation as learning occurs remotely, with limited capability to share knowledge among the learners. Thus, it is essential to understand which materials are needed for each learner and how to motivate learners to actively participate in online learning system. To overcome these issues, leveraging the constructivism theory and collective intelligence, we have developed a social bookmarking system called WeStudy, which supports learning material sharing among the users and provides personalized learning material recommendations. Constructivism theory argues that knowledge is being constructed while learners interact with the world. Collective intelligence can be separated into two types: (1) collaborative collective intelligence, which can be built on the basis of direct collaboration among the participants (e.g., Wikipedia), and (2) integrative collective intelligence, which produces new forms of knowledge by combining independent and distributed information through highly advanced technologies and algorithms (e.g., Google PageRank, Recommender systems). Recommender system, one of the examples of integrative collective intelligence, is to utilize online activities of the users and recommend what users may be interested in. Our system included both collaborative collective intelligence functions and integrative collective intelligence functions. We analyzed well-known Web services based on collective intelligence such as Wikipedia, Slideshare, and Videolectures to identify main design factors that support collective intelligence. Based on this analysis, in addition to sharing online resources through social bookmarking, we selected three essential functions for our system: 1) multimodal visualization of learning materials through two forms (e.g., list and graph), 2) personalized recommendation of learning materials, and 3) explicit designation of learners of their interest. After developing web-based WeStudy system, we conducted usability testing through the heuristic evaluation method that included seven heuristic indices: features and functionality, cognitive page, navigation, search and filtering, control and feedback, forms, context and text. We recruited 10 experts who majored in Human Computer Interaction and worked in the same field, and requested both quantitative and qualitative evaluation of the system. The evaluation results show that, relative to the other functions evaluated, the list/graph page produced higher scores on all indices except for contexts & text. In case of contexts & text, learning material page produced the best score, compared with the other functions. In general, the explicit designation of learners of their interests, one of the distinctive functions, received lower scores on all usability indices because of its unfamiliar functionality to the users. In summary, the evaluation results show that our system has achieved high usability with good performance with some minor issues, which need to be fully addressed before the public release of the system to large-scale users. The study findings provide practical guidelines for the design and development of various systems that utilize collective intelligence.