• Cartoon and Animation Studies
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• s.33
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• pp.99-126
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• 2013

This study is meant to be seeing how fun of animation works by reviewing it theoretically and coordinating it to suggest the structure which integrates fun of animation and validates the proposed fun model. After reviewing fun theoretically, the fun of animation could be able to coordinate that fun of animation is consist of perceptive fun, cognitive fun, and psychological fun. Perceptive fun is induced by visual, auditory and other sensory information and it is directly affected the image, sound, and movement. Cognitive fun can be obtained by reasoning and interpretation to mobilize their knowledge with sensuously perceived stimulation and it is directly affected the story. Psychological fun occurs when the audience see the animation. The psychological fun is the psychological emotional state when the audience watches animation by relieving psychological congestion. It consists of fun of unfamiliarity or identification. By suggesting research model and validating it how the perceptive fun, cognitive fun, and psychological fun affects each other, perceptive fun enhances cognitive fun and psychological fun. Although cognitive fun enhances psychological fun, cognitive fun enhances psychological fun twice than perceptive fun. Also when perceptive fun affects psychological fun, cognitive fun shows the indirect effect as a parameter. In conclusion, perceptive fun affects psychological fun directly and be enhanced through cognitive fun. Fun of animation can be experienced when perceptive fun caused by accepting sensory information of animation instantly, cognitive fun caused by interpretation and understanding sensory information of animation, and psychological fun caused by relieving psychological identity through recognition fuses and acts as one. An animation emphasized a certain element is difficult to be loved by the audience. In this reason, an harmonical combination among the elements of story, image, sound and movement are important to combinate harmoniously for a successful animation to make the audiences fun by arising funny emotions.

• The Journal of Korean Academy of Sensory Integration
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• v.8 no.1
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• pp.27-40
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• 2010

Objective : This study is designed to identify effect of a sensory integration(SI) program provided to elementary school students as an after-school activity. The study is looking at both occupational performance components and school-task performance which is an area of occupational performance. Methods : SI program specially designed as an after-school activity was provided to three boys who are first- or second grade students of Y elementary school in Dae-Jeon city. The SI intervention was organized with 25 sessions and carried out for two months. One group pretest-posttest design was used to evaluate the effectiveness of the SI program. Measurements used are Short Sensory Profile(SSP), K-DTVP-2, and BOTMP for occupational performance components, and School Function Assessment for functional schooltask performance. Results : It is found that posttest scores were enhanced in all assessments SSP; BOTMP; K-DTVP-2; and SFA. Conclusion : Results of this study simply propose that sensory integration program designed as after-school activity may have positive effects on not only occupational performance components but also on school-task performance of elementary school student. Since sample size is too small, however, there is limitation to find statistical significance. Further researches testing large number of subjects are required to boost the finding of this study.

• Trans-
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• v.13
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• pp.17-34
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• 2022

This paper summarizes the differences and characteristics between virtual worlds and virtual reality, and advances research on immersive elements for improving the reality of virtual worlds. The immersive elements are broadly studied by separating the sensory immersive elements and the technical immersive elements, focusing on the sensory organs of sight, perception, touch, and hearing, and investigating the correlation between these elements to improve the immersive feeling in content design. Set standards.

• Journal of Educational Research in Mathematics
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• v.19 no.4
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• pp.513-530
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• 2009

In this paper, We analyse the contents of the national mathematical curriculum, the handbook of the curriculum, and elementary school mathematics textbook for the elementary school grade 1-2 focusing on 'number sense'. At first, we identify the meaning and the elements of number sense through analysing studies which are related to number sense. Number sense includes understanding the meaning of number, operation, and estimation, and the ability of applying numbers, operation and estimation on the context. Number sense consists of the elements of the contents and the elements of the processes. Secondly, with the elements of number sense which we have identified, we analyse the contents of the national mathematical curriculum, the handbook of the curriculum, and elementary school mathematics textbooks, and then criticize the contents. We find some problems as a result of the analysis : the range of number sense is unclear, the word 'number sense' is not used consistently, the elements used are limited, and the contents of the textbook are materialized inconsistently and poorly.

• Journal of KIISE:Software and Applications
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• v.27 no.9
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• pp.931-941
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• 2000

본 논문은 가상환경 속에서 사용되는 다감각(시각, 청각, 후각, 촉각)요소가 현실감에 끼치는 영향력을 평가한다. 이번 실험에 80명의 피실험자가 참여하였으며, 여러 감각 요소들을 조합한 가상환경을 경험하게 하여 얻은 실험 데이터를 분석함으로써 각 요소들의 영향도를 평가한다. 주된 평가 요소는 가상 현실 환경 속에서 피실험자가 주관적으로 느끼는 현심감과, 감각 요소들이 피실험자들의 기억력에 미치는 영향도를 객관적으로 측정한 결과를 가지고 분산분석법을 사용하여 검증하여 본다. 이번 실험을 통하여 우리는 이러한 다중 감감 요소들이 단일한 감각요소가 있을 때에 비하여 가상 환경 속에서의 사물에 대한 기억력과 현실감을 증가시킬 수 있다는 결과를 얻는다. 또한 피실험자가 느꼈던 가상환경 속의 현실감과 사물에 대한 기억력에 대하여, 시각적인 요소를 증가시키는 것보다 그 외의 다른 요소(청각, 후각, 촉각)들을 첨가시키는 것이 현실감과 기억력을 배가시키는 요소로써 더 효과적이고 민감하게 반응한다.

• Communications of Mathematical Education
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• v.9
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• pp.63-72
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• 1999

수학의 가장 기본적인 요소인 수 개념과 감각의 형성과정에서 자리값에 대한 이해는 필수적이다. 또한 자리 값의 개념을 지도하기 위해서는 수와 연산지도가 통합되어야 하며, 논리적 사고력을 신장의 한 요소인 계산 알고리즘이 유의미한 학습되기 위해서는 자리값에 대한 이해가 바탕이 되어야 한다. 수에 대한 개념적 지식이 불충분한 상태에서 양을 수치화 하거나 지필 위주로 계산 알고리즘을 기계적으로 적용함으로 해서 발생하는 수와 연산학습의 결손을 줄이기 위해 본 연구에서는 수 개념과 감각을 기르기 위해 자리값 지도 방안에 대해서 알아보고자 한다.

• Annual Conference of KIPS
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• 2004.11a
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• pp.975-978
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• 2004

본 논문에서 우리는 가상현실 시스템의 구축에 있어서, 사용자의 직접 상호작용 (direct interaction)을 기본으로 하는 근신 공간(near-body space) 작업에서 사용자의 존재감 (Presence) 향상과 작업 성능 향상을 위하여, 사용자와 공간적 및 감각적으로 일치된 가상 인체 모델의 구현을 중심으로 현재의 기술 현황 및 연구 개발 방향에 대하여 기술한다. 이상적인 가상현실 시스템을 구현하기 위해서 고려되어야 할 요소를 멀티모달 상호작용과 실감 일치형 인터페이스 개발 방법론의 관점에서 보면, 사용자가 접하는 가상 공간의 시각적 모델(visual perception)과 자기 동작 감각적(proprioceptive) 모델의 일치가 중요하다. 그러므로, 시각적으로 사용자의 움직임과 일치된 자신의 신체가 가시화 되어야 하고, 자연스러운 근신 공간 직접 상호작용을 지원하기 위해서는 사실적인 햅틱 피드백 요소가 중요하며, 공간적 정보를 표현 함에 있어서 동기화 된 사실적 청각 피드백 요소의 지원이 중요하다. 앞의 주요 3 가지 감각 인터페이스 방법(sensory channel, modality)는 현재의 불완전한 인터페이스 기술의 한계를 고려하여 상호 보완적인 관계로 응용 환경에 최적화된 적용 방법이 연구되어야 한다.

• Journal of Digital Convergence
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• v.18 no.7
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• pp.369-374
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• 2020

A variety of sensory elements are used in video advertisements promoting products. Video advertising using visual and auditory elements is a representative means of marketing. The advertising video that promotes the product by using such a sensory element is imprinted on viewers by continuously or repeatedly exposing visual elements such as a logo or a specific image or phrase. Such visual images are used as an effective way to symbolize brand image effectively. If the visual elements were symbolized in the advertising images of most car brands, Kia's K5's advertising images symbolized auditory elements, or sounds, to produce K5's unique advertising images. In this paper, we compared Kia's K5 advertisement image symbolizing auditory elements with other brands' advertisement image of other companies, and studied the techniques and effects used in advertisement image production.

• Archives of design research
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• v.19 no.2 s.64
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• pp.229-240
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• 2006

It is very important issue in information design to improve information efficiency by adapting interesting factors in changing circumstance of information communication. The concept of infotainment is utilized in designing information contents in a way of combining entertainment factors with information itself based on various media and representation technologies. The information arousing user's attention, which includes interesting factors, is persuasive message comppared to the informative message conveying only information itself. The reason why infotainment is persuasive is because it makes the user absorb deeply in the information during the process of understanding by sensorial stimuli, cognitive interest, and situational interest. The sensorial stimuli originates from the expression elements of information design. The cognitive interest from the user's intellectual activities has a try to overcome mental block when user confronts with the redundant expression in the manner of unexpectedness and inharmony. The situational interest originates from user's optimum experience by the flow of satisfaction. Therefore, the attribute of infotainment is defined with the stimuli, the redundancy, and user's satisfaction. Its design elements consist of physical factors, organizational factors, and psychological factors. The physical factors through sensorial stimuli are utilized by visual manipulation such as visual analogy or visual pun, multimedia, and moving expression. The organizational factors through redundant expression bring user's imagination by adapting storytelling, event, and interaction in the process of understanding information. The psychological factors through expression of entertainment interests such as humor, play, and game give users psychological satisfaction with the flow. In conclusion the concept of infotainment can be adapted when the design factors should be integrated with its attributes, or the conveying information should go well with its purpose and characteristics.

• Communications of Mathematical Education
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• v.13 no.1
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• pp.183-192
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• 2002

자기 주위의 상황과 그 물체에 대한 직감(intutive feeling)을 뜻하는 공간감각은 수학교육의 기본적인 구성요소로서, 수학과 과학에서 다른 영역을 공부하기 위한 도구로 사용될 수 있고, 주위의 구조와 대칭성을 볼 수 있게 도우며, 모든 수학에서 창의적 사고를 지원한다. 우리나라에서도 2000학년도부터 연차적으로 실시되는 제 7차 수학과 교육과정의 도형여역에 ‘공간감각 기르기’를 신설하여 그 중요성을 강조하였다. 따라서, 본 논문에서는 미국의 공간감각 지도의 변천과 우리나라 제 7차 교육과정의 공간감각 영역의 학습 내용을 비교, 우리나라 7차 교육과정의 공간감각영역의 학습내용을 살피고, 현행 7차 교육과정에 의거 초등학교 2학년의 공간감각 영역의 교수 ${\cdot}$ 학습과정을 실제 적용, 이후 아동의 학습 추이를 살펴봄으로써, 앞으로 우리나라 초등학교 아동의 공간감각 형성을 위한 여러 가지 지도방법을 제시하고자 한다. 결론 및 제언에서는 이러한 수업으로 얻어진 결과를 토대로 하여 제 7차 교육과정에서 공간감각 영역의 적용에 대한 시사점을 몇 가지 기술하였다.