• Journal of Industrial Convergence
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• v.22 no.10
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• pp.125-132
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• 2024

This study was conducted to examine the effects of self-directed practice of core nursing skills using an immersive virtual reality (VR) program based on a head-mounted display (HMD) on nursing students' Learning flow, practice satisfaction, and self-efficacy. The study employed a quasi-experimental design with a nonequivalent control group pretest-posttest design. Among 42 second-year nursing students at a university in City B, 21 students in the experimental group participated in self-directed practice using the HMD-based VR program, while 21 students in the control group engaged in traditional self-directed practice using models. Data were collected through self-reported questionnaires and analyzed using Chi-square tests and independent t-tests. The results showed that practice satisfaction in the experimental group increased by 0.41 points, while it decreased by 0.11 points in the control group, demonstrating a significantly higher satisfaction in the experimental group compared to the control group (t=2.18, p=.035). However, no significant differences were found in class engagement and self-efficacy between the two groups. Therefore, self-directed practice using the HMD-based VR program could be considered a viable alternative to traditional practice using models. This study aims to provide foundational data for the future development of virtual reality programs for nursing practice education.

• Journal of Music and Human Behavior
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• v.21 no.3
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• pp.113-133
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• 2024

The purpose of this study was to examine the effects of a community-based group singing program on the quality of life, loneliness, and depression among older adults living alone in the community. The study employed a one-group pretest-posttest design with 27 older adults who utilized community social welfare services. Participants took part in the community-based group singing program for a total of 12 sessions, each lasting 50 minutes, at a frequency of 1 to 2 times per week. Pre- and post-intervention assessments were conducted to measure changes in quality of life, loneliness, and depression. The program was structured into three stages based on the participatory process model of community music therapy. Stage 1 focused on fostering sense of community through music participation, Stage 2 aimed at developing group attachment through musical cooperation and mutual emotional support, and Stage 3 sought to enhance self-efficacy and self-actualization within the musical community. The results showed a significant improvement in the participants' quality of life scores (p < .001) and a statistically significant reduction in loneliness (p < .001) and depression levels (p = .001) after the program. These findings suggest that community-based music therapy program can be beneficial in enhancing quality of life and alleviating social isolation among older adults in an era of rapid population aging. The current study also presents evidence of the effectiveness of community-based music therapy programs for older adults in South Korea.

• Journal of The Korean Association For Science Education
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• v.36 no.1
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• pp.15-28
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• 2016

The purpose of this study is to investigate the changes of students' modeling ability in terms of 'meta-modeling knowledge' and 'modeling practice' through co-construction of scientific model. Co-construction of scientific model instructions about astronomy were given to 41 middle-school students. The students were given a before and after instruction modeling ability tests. The results show that students' 'meta-modeling knowledge' has changed into a more scientifically advanced thinking about models and modeling after the instruction. Students were able to be aware that 'they could express their thoughts using models', 'many models could be used to explain a single phenomena' and 'scientific models may change' through co-construction modeling process. The change in the 'modeling practice' of the students was divided into four cases (the level improving, the level lowering, the high-level maintaining, the low-level maintaining) depending on the change of pre-posttest levels. The modeling practice level of most students has improved through the instruction. These changes were influenced by co-construction process that provides opportunities to compete and compare their models to other models. Meanwhile, the modeling practice level of few students has lowered or maintained low level. Science score of these students at school was relatively high and they thought that the goal of learning is to get a higher score in exams by finding the correct answer. This means that students who were kept well under traditional instruction may feel harder to adapt to co-construction of scientific model instruction, which focuses more on the process of constructing knowledge based on evidences.

• Journal of Music and Human Behavior
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• v.4 no.2
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• pp.18-40
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• 2007

The purpose of this study was to verify the influence of musical activities on social and emotional behavior of infants, through providing musical activities to the infants who were cared in a nursery and observing the interactions between peer group, or a therapist and an infant derived during them. The subject is 24 infants who are under 2 years of age(25~36months) at two nurseries located in Bundang area, and 13 infants among them are randomly assigned as study group and 11 infants as control group. Pretest and posttest about social and emotional behavior are performed, and ITSEA developed by Brggs-Gowan and Carter(2001) and amended by Shin Ji Yeon(2004) was used as an evaluation tool. Infants' changes of interaction behaviors during musical play were also analyzed quantitatively and qualitatively, and for the analysis, infant's social play behavior examination tool developed by Holloway and Reichhart-Erickson(1988) was adopted. Based on time sampling method, each item of this tool was evaluated. Each session was performed for 15 minutes, and 60 times of analysis about interactions per session was conducted at every 15 seconds. The analysis result was showed with a table and a graph, and described qualitatively about behavior changes. When compared social and emotional positive behavior average figures and negative behavior average figures between study group and control group, this study showed that the positive behavior figure of study group was increased and the negative behavior figure was decreased. While concentration and empathy among positive behaviors increased meaningfully, aggression, defiance, separation anxiety and rejection to new things among negative activities also decreased meaningfully. The conclusion of this study is as follows. First, interactions with peers or a therapist based on music and musical experience make an effect on strengthening positive behavior among social and emotional behavior and decreasing negative behavior. Second, music has influence on negative behaviors more than positive behaviors of an infant, and produces a good effect on sub behaviors of negative behaviors specially.

• 대한공업교육학회지
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• v.43 no.1
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• pp.1-19
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• 2018

As the BIM designing technology has been applied recently in the construction field, architectural design education in the field of work and university has been changing to 3D modeling. Nevertheless, architectural design & drafting education in the construction specialized vocational high school is not responding appropriately to change. Despite the fact that students need to have 3D modeling design ability, there is a very lack of 3D housing design instructional material that can satisfy the change. The purpose of this study is to develop BIM-based 3D modeling instruction material and apply to analyze effect on interest and task performance ability on Housing Design. The 3D modeling instruction material used in this study was developed through four stages of preparation, development, implementation and evaluation according to the PDIE model procedure. Also, the experimental design model for hypothesis testing was used nonequivalent control group pretest-posttest design. Based on the experimental design model, BIM-based 3D modeling instruction material was performed in the experimental group and 2D CAD-based standard instruction material was taught in the control group. Experimental treatment was conducted on the students of construction specialized vocatinonal high school, and applied to the subject of Professional Drafting in the 12 hours. Before and after the experimental treatment, the interest and task performance ability on Housing Design were tested. Based on the test results, we analyzed the effects of the 3D modeling instruction material through the independent samples t-test. The results of the study are as follows. First, BIM-based 3D modeling instruction material was developed of 'Housing Design & Drafting' unit on the subject of Professional Drafting in construction specialized vocational high school. Second, the application of 3D modeling instruction material has shown to be effective in improving students' interest. Third, the application of 3D modeling instruction material has shown to be effective in improving students' task performance ability on Housing Design.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.11
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• pp.526-535
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• 2017

This study was conducted to identify the effects of a comprehensive health care program for elderly living alone on blood pressure, fasting glucose, body composition, and depression at a senior welfare center in M city. The study employed a one-group, pre-posttest design. The comprehensive health care program lasted for three months, from March to June in 2015, and consisted of open health education, exercise class, health consulting and personal education, nutritional consultation, and a self-support group. The sample elements of this study were individuals over 65-years-old with hypertension or diabetes mellitus, living near a welfare center in M city. A total of 34 participants were initially selected, but five subjects who were attended less than five times were excluded; therefore, a total of 29 individuals were included. The t-test and Pearson's correlation were used to analyze the data. The characteristics of subjects were 19 male(65.52%) and 10 female(34.48%). The most common age was 70 (16 subjects;55.17%). Additionally, 14 subjects were suffering from hypertension and diabetes mellitus (48.27%), which were occupied in the largest number in this study. The average attendance number of health programs was 10.28 times(${\pm}4.17$). In this study of subjects were significantly lower systolic blood pressure(t=3.275, p=0.004), body weight(t=3.878, p=0.001), depression(t=3.308, p=0.004) compared to pre-test. As the elderly population has increased, the number of individuals living alone has also increased. Accordingly, then need for physical and psycho-social health programs targeting the elderly is greater.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.12
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• pp.569-581
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• 2016

This experimental study employs a pretest -posttest method concerning the integrated therapy of neurofeedback training, brain gymnastics, and oriental herbal tea effects on seniors living alone. The purpose of the study is to identify effects on brain functions and quality of life. The study participants included 23 seniors living alone (male 10, female 13), ranging in age from 65~90. The experiment lasted 8 weeks, from December 22, 2014, to February 28, 2015. The neurofeedback training utilized the 2 Channel neurofeedback system by Braintech Corporation and was conducted a total of 16 times over 8 weeks, having two sessions per week lasting for 30 minutes focusing on relaxation, concentration and memory. Brain gymnastics, developed by the Korean Science Institute of Psychiatry, ran for 30 minutes, twice a week for a total of 16 sessions administered over 8 weeks. Participants were required to drink 3 cups of oriental herbal tea developed according to Donguibogam for 8 weeks. The results of applying integrated therapy found positive effects on brain function resulting from changes in level of tension and anti-stress quotient. Quality of life, daily life basic measurements, and depression symptoms were significantly influenced by decreases in blood pressure and blood sugar. Results of this study find the integrated therapy of neurofeedback training, brain gymnastics, and oriental herbal tea can significantly enhance brain functions and quality of life within seniors living alone. Therefore integrated therapy involving neurofeedback, brain gymnastics, and oriental herbal tea is a necessary intervention to improve the quality of life of seniors living alone, and will improve the quality of life through healing both mind and body in a more practical and systematical manner.

• Research in Community and Public Health Nursing
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• v.12 no.2
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• pp.397-405
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• 2001

The vision disturbances of school- age children has been recognized as and important school health problem. As the visual disturbances of the school-age children is recognized as the nation's health problem. the importance of the development of educational program for visual health should be emphasized. Recently, eyeball movement and other visual health management method has been introduced for prevention or recovery of decrease in visual acuity. But, the effect of eyeball movement was not confirmed yet. And, the controversy around the treatment effect is continued. The decrease of visual acuity is one of the important school health problem as well as it causes discomfort in daily life of the students. So, it should be considered as an important subject for school health and there is a need to develop an effective intervention program for visual health. The purpose of this study is to develop and evaluate the program with the recognition of the need of the intervention for visual health. The visual health promotion program was developed by the researcher and the program was initiated by the school. Nonequivalent control group pretest-posttest design was applied for study which examined the effect of the visual health promotion program. The subjects were 742 children (experimental group: 398; control group: 344). The experiment was composed of health education and eyeball movement. Health education was provided 5 times to the children in the class room. Children of experimental group exercised eyeball movement in the class, watching video for 10 minutes two times a day. The exercise was continued for 10 weeks. The result of the study were as follows. 1) change of visual acuity Before the intervention, mean of the visual acuity was .86 for the experimental group and .91 for control group. After the intervention, mean of visual acuity was .95 for the experimental group and. 90 for the control group. There was no significant difference in the change of visual acuity between experimental and control group. 2) change of refraction. In the experimental group, 327 eyes (41.08%) were normal vision and 469 eyes (58.98%) were eyes of refraction errors, 38.82 % of the total eyes were myopia. There was no significant change in the refraction in the children with myopia after the intervention. 3) Awareness of visual acuity, change of knowledge, behavior. and attitude (1) After the intervention, there was a significant difference in the awareness of visual acuity (experimental group: 70.10%. control group: 50.97%, p<.01). (2) After the intervention, there was a significant knowledge increase in the experimental group (pp<.01). (3) There was no significant difference in the visual health behavior after the intervention. (4) There was a significant positive change in the attitude related to visual health in the experimental group ( pp<.05). 4) There was a significant positive change in the subjective discomfort of the students. But, there was no significant change in the objective eye symptom after the intervention. Even though there was no effect in the visual acuity and the change of the refraction. subjective visual health as well as the attitude and knowledge' of the children and parents toward visual health was improved significantly. Also, there was an increase in the intention of change and the awareness for the visual health management. It is suggested that various educational strategies for visual health promotion should be developed and examined for the visual health promotion of the students.

• Journal of The Korean Association For Science Education
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• v.22 no.4
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• pp.872-881
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• 2002

Student questioning is included in the priority of science literacy, to enable students to solve problems by exploring questions, communicating and constructing knowledge(AAAS, 1989). Also, the essence of student questioning in science lies in its function as a link between thinking and learning. But educators did not pay much attention to students' questioning in Korea. The purpose of this study was to investigate the effects of science question enhancement instruction on students' science questioning level and achievement. Also, this study showed the effects of other variables(logical thinking, science achievement, interest, and gender) on students' science questioning level. The pretest-posttest control group design group design was used. The sample was consisted of 80 second grade middle school students in experimental group(Science question enhancement instruction) and 74 students in control group(Traditional learning). Students in both groups were received identical content instruction on the unit 'Structures and functions of plant'. These groups were treated for 15 hours during 6 weeks. Students' questions were rated using the four levels described by the Middle School Students' Science Question Rating Scale(r= .96,)(Cuccio-Schirripa & Steinner, 2000). Science achievement data were collected using a 17 item multiple choice test(Cronbach ${\alpha}$= .84). To investigate students' logical thinking ability, a abridged GALT(Cronbach ${\alpha}$= .69) was used. Five-way ANOVA, ANCOVA, and multiple regression analysis were used to analyze the results. The results indicated that students who received instruction on researchable questioning outperformed those students who were not instructed on high-order questioning(p< .01). Results of correlations indicated that instruction(r= .640), science achievement(r= .311) and logical thinking ability(r= .212) was significantly and positively related with students' questioning level. But, interest and gender did not show any significant correlation with students' questioning level. Science question enhancement instruction was more effective on science achievement than the traditional instruction(p< .01).

• Journal of The Korean Association For Science Education
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• v.20 no.2
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• pp.221-233
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• 2000

Many investigators have reported difficulties in changing the high school students' misconceptions on mechanics. By one possible solution to this problem, some researchers suggested that the students should be taught mechanics at a younger age to make conceptual changes possible. because as they get older they become less willing to change their ideas. The purpose of this study was to compare the patterns of students' conceptual changes on force by age, to find out whether older students were less ready to change their conceptions than younger students. Individual interviews were carried out with 35 students (average ages 13) in middle school class and 50 students (average ages 17) in high school class near by the middle school. Those students who held the misconcetpion that "motion-implies-force (Impetus conception)" were asked to read a student-centered refutational text (anomalous data). In the immediate and delayed posttest, the types of responses of the students were analyzed to find out the patterns of student's conceptual changes on force by age. In result, first, most of students had impetus conception. Some of the students aged 13 understood the force as terminologies related with everyday experiences, while the students aged 17 understood the force as scientific terminologies. Second, there was no evidence to suggest that conceptual change is more difficult for the students aged 17 than aged 13. Third, the students aged 13 showed diverse responses (plain acceptance, critical acceptance, plain rejection, critical rejection) to the refutational text, while the students aged 17 showed restricted responses (critical acceptance, critical rejection). A month later those students who showed the plain acceptance retrogressed unscientific conceptions, while those students who showed critical acceptance maintained scientific conceptions. We did not find out any evidence to suggest that conceptual change is more difficult for older students. These results need deeper investigation on the nature of the loss of plasticity in comparison with other important variables.