• Science of Emotion and Sensibility
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• v.25 no.3
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• pp.107-116
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• 2022

Purpose: Researchers have shown that aesthetic judgments of artworks depend on contexts, such as the authenticity of an artwork (Newman & Bloom, 2011) and an artwork's location of display (Kirk et al., 2009; Silveira et al., 2015). The present study aims to examine whether contextual information related to the creator, such as whether an artwork was created by a human or artificial intelligence (AI), influences viewers' preference judgments of an artwork. Methods: Images of Impressionist landscape paintings were selected as human-made artworks. AI-made artwork stimuli were created using Google's Deep Dream Generator by mimicking the Impressionist style via deep learning algorithms. Participants performed a preference rating task on each of the 108 artwork stimuli accompanied by one of the two creator labels. After this task, an art experience questionnaire (AEQ) was given to participants to examine whether individual differences in art experience influence their preference judgments. Results: Setting AEQ scores as a covariate in a two-way ANCOVA analysis, the stimuli with the human-made context were preferred over the stimuli with the AI-made context. Regarding the types of stimuli, the viewers preferred AI-made stimuli to human-made stimuli. There was no interaction effect between the two factors. Conclusion: These results suggest that preferences for visual artworks are influenced by the contextual information of the creator when the individual differences in art experience are controlled.

• Journal of the Korean School Mathematics Society
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• v.23 no.1
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• pp.129-158
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• 2020

In this study, we presented two geometric tasks to three 11th grade students to identify the characteristics of the images that the students had at the beginning of problem-solving in the problem situations and investigated how their images changed during problem-solving and effected their problem-solving behaviors. In the first task, student A had a static image (type 1) at the beginning of his problem-solving process, but later developed into a dynamic image of type 3 and recognized the invariant relationship between the quantities in the problem situation. Student B and student C were observed as type 3 students throughout their problem-solving process. No differences were found in student B's and student C's images of the problem context in the first task, but apparent differences appeared in the second task. In the second task, both student B and student C demonstrated a dynamic image of the problem context. However, student B did not recognize the invariant relationship between the related quantities. In contrast, student C constructed a robust quantitative structure, which seemed to support him to perceive the invariant relationship. The results of this study also show that the success of solving the task 1 was determined by whether the students had reached the level of theoretical generalization with a dynamic image of the related quantities in the problem situation. In the case of task 2, the level of covariational reasoning with the two varying quantities in the problem situation was brought forth differences between the two students.

• Journal of the HCI Society of Korea
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• v.13 no.1
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• pp.21-28
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• 2018

The rapid increase of Sinlge-person household and the increase in the use of smart devices necessitate the context analysis of Sinlge-person household and specific design direction for Sinlge-person household products. Previous studies have analyzed the overall context of smart devices without distinguishing between Sinlge-person household and a household. However, since the number of family members, age distribution, and residential space are different in the case of Sinlge-person household, it is necessary to analyze the different behaviors of smart devices. Therefore, this study limits the use environment of smart device of Single-person household to the scope of investigation, and based on the theoretical background, defines the existing comprehensive context based on user's situation that lasts for a certain interval. For the concrete and empirical research results, Consolidated Flow Model was constructed through Contextual Task through user research. This shows the interaction characteristics such as the guarantee of physical space, efficiency, lifestyle reflection, and safety assurance of Single-person household.

• Korean Journal of Child Studies
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• v.25 no.4
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• pp.33-48
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• 2004

The purpose of this study was to examine if mothers and their children used different interaction strategies depending on the interacting contexts. Sixty-five mothers and their children were observed while they interacted with each other in two contexts, that is, a free play context and a joint problem solving context. The result of this study showed that first, the mothers' strategies and their children's strategies were closely related. When the mothers used positive strategies, their children also responded with positive strategies. In contrast, when the mothers used negative strategies, their children also tended to use negative strategies. Second, the contexts which the mothers and their children interacted affected the strategies that the mothers and their children used. The mothers and the children were more likely to use positive strategies in the context of free play than in the context of the joint problem solving. This result points out the importance of free play as the context of producing a positive atmosphere where the mothers and their children interacted positively and had a good time. Suggestions for further study and implications for parents were provided.

• Asia pacific journal of information systems
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• v.15 no.4
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• pp.61-87
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• 2005

This paper has two primary objectives: (1) to propose a comprehensive theoretical model that incorporates valuable insights from two complementary streams of research, and (2) to empirically test the model that explain the task-media fit and satisfaction of customer contact center users. The comprehensive model was tested using LISREL analysis on the sample of 232 users who have experience with the customer contact center. The model was supported in customer contact center context, accounting for 29% of the variance in the task-media fit, 53% of the variance in the perceived ease of use, 61% of the variance in the perceived usefulness, and 52% of the variance in the user satisfaction. The results showed that the task-media fit, the perceived ease of use, and the perceived usefulness play a significant role in influencing the user satisfaction of the customer contact center. In addition, task analyzability, media richness, media interactivity, and self-efficacy were found to influence the task-media fit. The paper concludes with discussions and implications for researchers and practitioners.

• English Language & Literature Teaching
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• v.12 no.4
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• pp.253-276
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• 2006

The purpose of this study is to compare and analyze the aspects of task-based materials in high school English textbooks for first year students in Korea. Based on the theoretical backgrounds for designing communicative tasks and the basic contents of the 7th national curriculum for English, a total of six different qualitative evaluation categories of task-based materials are constructed. The six categories include input data, settings, activity types, language skills, activity themes, and communicative functions. The results of the data analysis showed that the regulations of the 7th national English curriculum, which were aimed at improving the students' communicative abilities, were properly reflected in the materials of task-based activities of all textbooks. On the other hand, a few problems were found in some textbooks: too many individual tasks; being out of proportion in presenting task types and themes; non-systematic introduction of language skills, etc. To conclude, a few suggestions are made to provide some meaningful considerations for the text material developers in order to produce better textbooks in the future: task goals and rationale that encourage the learner's positive motivation; authenticity of input data based on the real-world context; a collaborative learning environment that enhances communicative interaction; a proportional representation of the various activity types including creative problem-solving procedures; systematic introduction of integrated language skills, etc.

• Journal of the Korean Society for Aviation and Aeronautics
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• v.29 no.2
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• pp.14-24
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• 2021

This study aims to examine probable human errors when landing an airplane by the use of SHERPA(systematic human error reduction and prediction approach) and propose methods for preventing the predictive human errors. It has been reported that human errors are concerned with a lot of accidents or incidents of an airplane. It is significant to predict presumable human errors, particularly in the operation mode of human-automation interaction, and attempt to reduce the likelihood of predicted human error. By referring to task procedures and interviewing domain experts, we analyzed airplane landing task by using HTA(hierarchical task analysis) method. In total, 6 sub-tasks and 19 operations were identified from the task analysis. SHERPA method was used for predicting probable human error types for each task. As a result, we identified 31 human errors and predicted their occurrence probability and criticality. Based on them, we suggested a set of methods for minimizing the probability of the predicted human errors. From this study, it can be said that SHERPA can be effectively used for predicting probable human error types in the context of human-automation interaction needed for navigating an airplane.

• Journal of Computing Science and Engineering
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• v.2 no.1
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• pp.74-97
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• 2008

A scheduling policy or a schedulability test is defined to be sustainable if any task system determined to be schedulable remains so if it behaves "better" than mandated by its system specifications. We provide a formal definition of sustainability, and subject the concept to systematic analysis in the context of the uniprocessor scheduling of periodic and sporadic task systems. We argue that it is, in general, preferable engineering practice to use sustainable tests if possible, and classify common uniprocessor schedulability tests according to whether they are sustainable or not.

• Journal of Internet Computing and Services
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• v.7 no.5
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• pp.13-24
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• 2006

Context aware computing is an emerging paradigm to achieve ubiquitous computing environments by enabling computer systems to understand their situational contexts. A context aware system uses context to provide relevant information and services to the user depending on the user's task. In this paper, we propose an ontology based context aware modeling methodology that transmits low level contexts acquired by directly accessing various sensors in the physical environments to high level contexts. With these high level contexts, context aware application can provides proactive and intelligent services using ECA (Event Condition Action) rules. We implemented a presentation service in smart office environment.

• International Journal of Computer Science & Network Security
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• v.22 no.4
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• pp.47-52
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• 2022

The current study investigates how student-teacher interaction can be developed through task-based teaching in undergraduate students' Saudi teaching and learning context. An experiment was conducted for five weeks on 85 male undergraduate students at a Saudi public university based in Jeddah, Saudi Arabia. The study investigated different types of student-teacher interaction through task-based teaching (speaking activities). The results revealed that the experimental group (43 students) evinced much more enthusiasm, willingness, engagement and readiness in their inclass participation than their peers in the control group (42 students). The student-teacher interaction also helped students to be more responsive to general and specific topics in speaking activities. The study recommends that decision-makers in education make student-teacher interaction part of the student's monthly assessment. It also recommends that more efforts be made to foster the awareness of students, teachers, and parents awareness of the academic and non-academic importance of interaction. One final recommendation of the research is that student-teacher interaction should be more emphasized and integrated into the school curriculum and adopted as a critical teaching strategy.