• Journal of the Korean Society for information Management
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• v.32 no.4
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• pp.167-203
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• 2015

This study tends to apprehend how much public library contributes to a role of upbuilder of digital integrated local society through a survey. For this, I performed the survey on 935 organization of public library in the whole country registered in national library statistical system. As a result, firstly, it's apprehended that equipment infra, Internet infra, etc like computer, laptop, scanner, tablet PC, etc are in relatively high level. Secondly, service or resource like electronic book, digital and virtual reference service, library service mobile App, etc that users can use are in relatively high level but software supporting cooperation and group task, fusibility of participating space, etc are shown very low level. Thirdly, the rate of literacy training relating to technology were only 22.4%, education subject focused on resource searching subject and somewhat future-oriented technical education like directions of video conference technique, cloud computing application education, etc wasn't conducted. Finally, we should consider expansion of providing technology and equipment and provision of future-oriented service and education according to a flow of the time that needs to seek change in various roles of library as enjoying culture space or creative space.

• Proceedings of the Korea Information Processing Society Conference
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• 2002.11a
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• pp.151-154
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• 2002

갈수록 증가하는 인터넷 사용자의 서비스 요구량에 대처하기 위해, 부하 분산 기능을 갖는 클러스터 시스템의 이용이 늘어가고 있다. 본 연구에서는 클라이언트에게 보다 향상된 응답 성능을 제공하기 위해 사용되는 RR(Round Robin), WRR(Weighted Round Robin), LC(Least Connection), WLC(Weighted Least Connection) 부하 분산 알고리즘에 대해서, 클라이언트로부터 인입되는 7 가지 요구 수신 패턴에 따른 부하 분산 응답 특성을 분석하고 그 결과를 논한다. 이를 위해, 실제 시스템의 측정 결과를 토대로 단위 시간 당 인입되는 클라이언트의 요구량 변화를 7 가지 패턴으로 분류하였고, 리눅스 가상 서버(LVS: Linux Virtual Server) 클러스터 시스템을 대상으로 7 가지 요구 패턴에 대한 부하 분산 응답 특성을 얻었다. 본 연구를 통해서 클라이언트 요구랑 변화 패턴에 따른 최적의 부하 분산 알고리즘을 제시할 수 있었다. 본 연구 결과는 향후 효율적인 동적 부하 분산 연구에 좋은 참고가 될 것이다.

• Journal of the Korea Society of Computer and Information
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• v.27 no.7
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• pp.177-185
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• 2022

In this paper, we attempt to explore consumers' willingness to continuously watch stage performances on virtual reality technology platforms and the mediating role of the psychological contract in it through the integration of service quality theory, thus constructing a continuous viewing model and conducting an empirical analysis through SPSS and AMOS. Through the analysis, we came to the following conclusions: 1. Interaction quality, physical environment quality, and outcome quality have a positive impact on psychological contract; 2. The psychological contract has a positive impact on the willingness to continuously watch; 3. Interaction quality, physical environment quality, and outcome quality positively influence the willingness to continuously watch through psychological contract. Therefore, this model can be used by companies to grasp consumers' perceptions of their own service quality and to formulate specific strategies, and it provides new directions and insights for stage performance companies.

• The Journal of the Convergence on Culture Technology
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• v.8 no.1
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• pp.483-497
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• 2022

Recently, due to COVID-19, non-face-to-face online lectures are being held all over the world. In higher education in the post-corona era, distance learning has become the main teaching and learning method. At this time, Metaverse is being proposed as a new alternative. Metaverse has basic elements such as avatars, 3D space, and activities accompanied by interaction, which can be seen as a difference compared to existing VR (Virtual Reality) contents. This study designed and built an educational metaverse platform that can be applied to actual lectures by reflecting the three elements of the metaverse.In addition, we implemented a cross-device-platform that supports various devices such as HMDs, smartphones, tablets, and PCs by reflecting user requirements through usability tests such as middle school, high school, college students, and parents, so that anyone can easily participate in Metaverse lectures. Currently, the metaverse platform is being developed and serviced in various ways, but there are hardly any services designed for education. Just as services such as Zoom, the existing video conferencing solution, were used for non-face-to-face education, some functions of the currently serviced metaverse are utilized for education and used in the form of a one-time event. The educational metaverse platform developed through this study is expected to be a reference in constructing the metaverse for education in the future.

• Information Systems Review
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• v.25 no.4
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• pp.131-159
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• 2023

Recently, amidst the backdrop of the COVID-19 pandemic shifting towards an endemic phase, there has been a rise in discussions and debates about the future of the metaverse. Simultaneously, major metaverse platforms like Roblox have been launching services integrated with generative AI, and Apple's mixed reality hardware, Vision Pro, has been announced, creating new expectations for the metaverse. In this situation where the outlook for the metaverse is divided, it is crucial to diagnose the metaverse from an ecosystem perspective, examine its key ecological features, driving forces for development, and future possibilities for advancement. This study utilized Wang's (2021) Information Ecology Theory (IET) framework, which is representative of ecosystem research in the field of Information Systems (IS), to derive the Metaverse Industrial Ecosystem (MIE). The analysis revealed that the MIE consists of four main domains: Tech Landscape, Category Ecosystem, Metaverse Platform, and Product/Service Ecosystem. It was found that the MIE exhibits characteristics such as digital connectivity, the integration of real and virtual worlds, value creation capabilities, and value sharing (Web 3.0). Furthermore, the interactions among the domains within the MIE and the four characteristics of the ecosystem were identified as driving forces for the development of the MIE at an ecosystem level. Additionally, the development of the MIE at an ecosystem level was categorized into three distinct stages: Narrow Ecosystem, Expanded Ecosystem, and Everywhere Ecosystem. It is anticipated that future advancements in related technologies and industries, such as robotics, AI, and 6G, will promote the transition from the current Expanded Ecosystem level of the MIE to an Everywhere Ecosystem level, where the connection between the real and virtual worlds is pervasive. This study provides several implications. Firstly, it offers a foundational theory and analytical framework for ecosystem research, addressing a gap in previous metaverse studies. It also presents various research topics within the metaverse domain. Additionally, it establishes an academic foundation that integrates concept definition research and impact studies, which are key areas in metaverse research. Lastly, referring to the developmental stages and conditions proposed in this study, businesses and governments can explore future metaverse markets and related technologies. They can also consider diverse metaverse business strategies. These implications are expected to guide the exploration of the emerging metaverse market and facilitate the evaluation of various metaverse business strategies.

• Journal of Korean Home Economics Education Association
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• v.29 no.4
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• pp.161-193
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• 2017

The purpose of this study was to develop and evaluate pre-parenthood education program(PPEP) based on Home Economics(HE) subject for high school students. The development and evaluation of PPEP based on HE subject in this study followed ADDIE model except implementation through 4 processes such as analysis, design, development, and evaluation. First, program development directions were set in three aspects such as 'general development', 'contents', and 'teaching and learning methods'. Themes of the program are 11 in total such as '1. Parenting, what is being a parent', '2. Choosing your spouse, happy marital relationship, the best gift to your children', '3. Pregnancy and birth, a moving meeting with a new life', '4. Taking care of a new born infant for 24 hours', '5. Taking care of infants, relationship with my lovely baby, attachment', '6. Taking care of young children, my child from another planet', '7. Parents and children in healthy family', '8. Parent-child relationship, wise parents to make effective interaction with their children', '9. Parents safety manager at home,', '10. Practice to take care of infants', and '11. Practice of community nurturing support service development'. In particular, learning activities of the program have major characteristics such as 1) utilization of cases including practice problems related to parenting, 2) community exchange activities utilizing learned knowledge and techniques, 3) actual life project activities utilizing learning contents related with parenting, 4) activities inducing positive changes in current life of high school students, and 5) practice activities for the necessities of life such as food, clothing and shelter supporting development of children. Second, the program was developed according to the design. Teaching-learning plans and materials for 17 classes were developed according to 11 themes. The developed plans include class flow and teacher's reference. It starts with receiving a class-related message from a virtual child at the introduction stage and ended with replying to the message by summarizing contents of the class and making a promise as a parent-to-be. That is the basic frame of class flow. Learning materials included various plans and reports necessary for learning activities and they are prepared in details so that they can be play the role of textbooks in regular curriculum. Third, evaluation of developed program was executed by a 5 point Likert scale survey on 13 HE experts on two aspects of program development process and program development results. In the evaluation of development process, mean value was 4.61 and index of content validity was 97.4%. For development results, mean value was 4.37 and index of content validity was 86.9%. These values showed that validity in the development process and results in this study was highly secured and confirmed that PPEP based on HE was appropriate and valid to enhance parent qualifications of high school learners.