• Korean Journal of Cognitive Science
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• v.24 no.2
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• pp.173-201
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• 2013

This study aimed to investigate the differential effects of individual's cultural disposition (individualism-collectivism or horizontal-vertical thinking) and need for cognitive closure(NFC) on framing effects. For this purpose, the participants were divided into 4 different cultural disposition groups based on Singelis et al.'s[1] INDCOL scale, and 2 different NFC groups based on Lee's[2] NFC Scale, and then asked to respond on 5 decision making scenarios. The results can be summarized as followings. First, participants preferred risk-avoidant option in gain frame, whereas risk-seeking option in loss frame. Second, there are no difference of cultural disposition on framing effects, but high NFC group showed larger framing effects than low NFC group in loss frame. Third, collectivism and vertical thinking in high NFC condition showed larger framing effects than low NFC condition.

• The Journal of the Korea Contents Association
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• v.18 no.10
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• pp.30-39
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• 2018

This study was conducted with the aim of presenting a strategic implication for effective political campaign in the election situation which is held almost every year including the early presidential election. For this purpose, the $2{\times}2{\times}2$ triad experiment design of framing, involvement, political efficacy. The result shows that the main effect of framing and political efficacy was found, but the main effect of involvement was not shown. And also a result of two-way ANOVA, the interaction between framing and involvement was significant, but the interaction effect between framing and political efficacy was not significant. In addition, the three-way interaction effects of framing, involvement, and political efficacy were also significant. This study suggests that prospect theory is not often used to test the effects of political campaign messages and suggests new perspectives on political campaign strategies by introducing the prospect theory into election campaign message research.

• Journal of Information Technology Services
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• v.16 no.3
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• pp.147-165
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• 2017

Recently, there have been numerous issues about password breaches and it is becoming important for the users to manage their passwords. In practice, the online service provider are asking the online users to change their passwords periodically. However, majority of the users are not changing their passwords regularly, and this can increase the risk of password breach. The purpose of this study is to investigate whether 'fear appeals' and 'message framing' enhance the behavior of changing passwords by the online users. Furthermore, we identify the mechanism on how the behavior of changing passwords is enabled using protection motivation theory. The results of an online experiment show that the online users who are exposed to 'fear appeals' perceived a more vulnerability and severity of password breaches, which in turn, increased the intention of changing their password. In addition, we found that perceived severity of password breaches affect fear positively. Moreover, we found that fear has significant impact on the willingness of changing passwords. Finally, Message framing plays a moderating role between fear and change intentions. That is, in a situation where 'fear appeal' is presented, it means that 'gain framing' is more effective than 'loss framing' These findings suggest that the online service providers may need to use 'fear appeals' to the online users. Security managers can address issues related to the password breaches by carefully designing 'fear appeals'.

• The Journal of the Korea Contents Association
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• v.19 no.9
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• pp.501-511
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• 2019

Messages to help people far away, such as International relief campaign, are heavily influenced by situational factors. In this light, the study examined whether the message characteristics (gain/loss framing) and the individual characteristics (previous attitude to helping activity) interact to affect the message attitude and behavioral intention. The study was conducted by an experiment involving 220 subjects. The analysis resulted in the significant interactions between gain/loss framing and pre-attitude by the same direction for message attitudes and behavioral intention. It was shown that gain framing worked more effectively for the relatively more friendly group towards helping activities than for the less friendly one. The same direction was shown in the loss framing, but its difference was smaller. The process of the interactions appeared as mediated by anticipated satisfaction. The practical and theoretical implications were discussed for proper planning of messages to help others.

• The Journal of the Korea Contents Association
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• v.16 no.9
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• pp.726-738
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• 2016

This study selected the Marine Corps camp accident in 2013 as its subject and analyzed it in order to explore the relevance of media framing on discourse on the safety of outdoor experience activities. Data were collected from search sites provided by news coverage data from March 26, 2010 when the sinking of the South Korean Navy corvette Cheonan occurred in South Korea, which had seen a surge in Marine Corps experience camps, to July 21, 2013, a few days after the Marine Corps camp accident. Data about a total of 211 cases 138 cases before the Marine Corps camp accident, and 73 cases after the accident were inductively analyzed. According to the results, news coverages on the Marine Corps camp were largely divided into positive framing that glamorized outdoor experience activities before the accident and negative framing after the accident. To put it concretely, the framing before the accident tended to glamorize outdoor experience activity as the best educational program which helped the participants to enhance their patience and sense of independence through boot camp experience, thereby increasing their self-esteem and arousing their cooperative spirit as members of society. However, after the accident media framing tended to publicize insensitivity to safety. The media framing characterized by dualistic coverage is considered to be an obstacle to the spread of safety culture, which is required in South Korean society. Therefore, media need to maintain more cool-headed and objective attitudes when reporting news.

• Journal of The Korean Association For Science Education
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• v.38 no.1
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• pp.11-26
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• 2018

The purpose of this study is to investigate teachers' responsive practices in whole class discussion after small group argumentation and the underlying epistemological framing. Three teachers and 84 students participated in this study by engaging in argumentation activities about the sensory system. We recorded both their discussions in the classes and our interviews with the teachers, which were transcribed for analysis. The results of the analysis showed that the teachers' responsive practices and the epistemological framing were categorized into four types. By framing the discussion as 'reaching the correct answer through discussion,' the teacher focused on whether students' ideas corresponded to scientific concepts and transferred scientific ideas to the students. By framing the discussion as 'eliciting appropriate conceptual resources and developing them into a scientific idea through critical evaluation,' the teacher engaged in the students' discussion as another participant, and considered the small groups' arguments as resources that could develop into scientific concepts. By framing the discussion as 'sharing small groups' arguments,' the teacher responded by asking for clarification of each group's argument, considering it as a valid argument in its own way. By framing the discussion as 'reaching a consented argument through critical evaluation,' the teacher negotiated students' critical evaluation and revision of the arguments. We explored the implications and limitations of each type of responsive practice and considered that the results of this study will contribute to developing teachers' responsive teaching strategies in argumentation activities.

• Korean journal of communication and information
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• v.46
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• pp.75-107
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• 2009

Nevertheless reported the same events, news audience have diverse sense of sights and opinions about the events because of the different news frames. This notion was repeatedly evi nnced by several framing studies. This pa wa tried to analyse an interacting relationship between viewer’s level of elaboration likelihood and the effects of the news frames. This pa wa sfrrted with a discussion about the framing effects, then compared them with Elaboration Likelihood Ms notraming effely. And this study conducted an ex waiment selecting indivi ual dispngitions (involvement and cognitive complexity) and message characteristics(number of cues and arguments) as intermediating variables on the message framing effects. This study found out that, the more involvement about the issues the viewers had, the more their thoughts coincided with the issue's frame. On the other hand, when the viewers had low involvement about the issues and cognitive complexity, the framing effects were not found because they processed the messages through the peripheral route. Although the viewers' cognitive complexity was a factor in choosing the central route, but it was not directly connected to the framing effect. Both the number of cues and argument diversity in the messages had positive relationships with the framing effects.

• Journal of Intelligence and Information Systems
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• v.24 no.3
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• pp.135-155
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• 2018

The purpose of this study is to analyze the difference of interpretation level and intention to use message framing when autonomous vehicle, which is emerging as the product of 4th industrial revolution, is used as taxi, Interpretation level refers to the interpretation of a product or service, assuming that it will happen in the near future or in the distant future. Message framing refers to the formation of positive or negative expressions or messages at the extremes of benefits and losses. In other words, previous studies interpret the value of a product or service differently according to these two concepts. The purpose of this study is to investigate whether there are differences in intention to use when two concepts are applied when an autonomous vehicle is launched as a taxi. The results are summarized as follows: First, the message format explaining the gain and why should be used when using the autonomous taxi in the message framing configuration, and the loss and how when the autonomous taxi is not used. Messages were constructed and compared. The two message framing differed (t = 3.063), and the message type describing the benefits and reasons showed a higher intention to use. In addition, the results according to interpretation level are summarized as follows. There was a difference in intentions to use when assuming that it would occur in the near future and in the near future with respect to the gain and loss, Respectively. In summary, in order to increase the intention of using autonomous taxis, it is concluded that messages should be given to people assuming positive messages (Gain) and what can happen in the distant future. In addition, this study will be able to utilize the research method in studying intention to use new technology. However, this study has the following limitations. First, it assumes message framing and time without user experience of autonomous taxi. This will be different from the actual experience of using an autonomous taxi in the future. Second, self-driving cars should technical progress is continuing, but laws and institutions must be established in order to commercialize it and build the infrastructure to operate the autonomous car. Considering this fact, the results of this study can not reflect a more realistic aspect. However, there is a practical limit to search for users with sufficient experience in new technologies such as autonomous vehicles. In fact, although the autonomous car to take advantage of the public transportation by taxi is now ready for the road infrastructure, and technical and legal public may not be willing to choose to not have enough knowledge to use the Autonomous cab. Therefore, the main purpose of this study is that by assuming that autonomous cars will be commercialized by taxi you can do to take advantage of the autonomous car, it is necessary to frame the message, why can most effectively be used to find how to deliver. In addition, the research methodology should be improved and future research should be done as follows. First, most students responded in this study. It is also true that it is difficult to generalize the hypotheses to be tested in this study. Therefore, in future studies, it would be reasonable to investigate the population of various distribution considering the age, area, occupation, education level, etc. Where autonomous taxi can be used rather than those who can drive. Second, it is desirable to construct various message framing of the questionnaire, but it is necessary to learn various message framing in advance and to prevent errors in response to the next message framing. Therefore, it is desirable to measure the message framing with a certain amount of time when the questionnaire is designed.

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.63-75
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• 2017

The purpose of this study is to explore the effect of responsive teaching on students' productive argumentation practice. The participating students predicted the results of an activity to measure in which location on the body (the head, spine, or back of the hand) they would feel a cellphone's vibrations faster. They then engaged in the activity and built an argument to justify it. We interviewed the teacher to understand her thoughts regarding what was expected in the class. We also recorded and transcribed the class and the interview, for use in the analysis of the students' epistemological framing and the teacher's responsive practice in small group argumentation. We discovered that the teacher intervened in the groups with questions that elicited students' thoughts as starting points for her responsive practice. Her eliciting questions led the students to talk about their ideas, supporting their engagement in the argumentation. The teacher's understanding of the argumentation lesson and her behavior to understand the students' ideas reflected her productive framing, which led her to elicit students' ideas and to support their active interaction during the small-group argumentation. She presented rebuttals against students' ideas, engaging in the argumentation as another participant, not as an evaluator. This supported the equality of intellectual authority in the group and showed students how to engage in the argumentation, supporting students' productive framing. As a result of these responsive teaching practices, the students shifted their epistemological framing, resulting in productive argumentation practice. The results of this study will contribute to developing teachers' responsive teaching strategies to support students' productive framing in science classrooms.

• Journal of The Korean Association For Science Education
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• v.39 no.6
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• pp.739-753
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• 2019

The purpose of this study is to explore characteristics and limitations of a novice teachers's responsive teaching practice, who framed argumentation productively. One novice teacher and two eighth-grade classes participated in this study. Two of the small student groups with active teacher intervention were selected as focus groups. Students engaged in argumentation activity where they built an argument for hearing if the eardrum was torn. We recorded the class and interviews with the teacher and the students, which were transcribed for use in the analysis of the teacher's responsive teaching practices and epistemological, positional framing. We discovered that teacher thought that he should position himself as a facilitator to encourage students to present ideas clearly and to reach consensus. His framing was consistent in responsive teaching practices. Positioning himself as a facilitator, after he framed the discussion as idea sharing discussion by eliciting and probing students' idea, he framed the discussion as argumentative discussion by taking up students' idea and pointing out disagreement between them. As a result, members of small group 1 engaged in argumentative discussion and reached consensus. However, the teacher's productive framing did not guarantee students' productive argumentation practice. In small group 2, he did not elicit and probe students' ideas successfully. As a result, members of small group 2 did not engaged in argumentative discussions. He responded limitedly to the lack of students' conceptions because of lack of understanding about learners. Also, he mainly attended to students' reasoning, and not to students' framing about argumentation because he considered argumentation only as a tool for conceptual learning. The result of this study will contribute to the establishment of responsive teaching in science classrooms.