• The Journal of the Korea Contents Association
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• v.20 no.1
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• pp.334-344
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• 2020

This study explored students' subject interests and task difficulty recognition levels changed when they provided tasks with Keller's ARCS motivation design in PBL(Problem Based Learning) class. This study participant were 79 college students majoring in teaching profession. Experimental and comparative groups were formed for the study. Primary PBLs were conducted to measure prior levels of subject interest and task difficulty recognition. Secondary PBLs were performed to verify the effectiveness of the ARCS motivation design task. The experimental group performed the tasks that reflected the ARCS motivation design. Collected data were analyzed using ANCOVA. As a result, the experimental group had a higher level of subject interest and a lower level of task difficulty recognition.

• 한국HCI학회:학술대회논문집
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• 2008.02b
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• pp.482-487
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• 2008

Animated Character는 컴퓨터와 인간 간의 상호작용을 증진시킬 수 있는 방편으로 널리 연구가 이루어지고 있다. 본 연구에서는 Animated Character의 감시가 과제 난이도에 따른 수행과 정서에 미치는 영향을 알아보고자 하였다. 본 실험에서 실험 참가자들은 통제 집단과 감시 Animated Character 조건에 무선으로 배정되어 난이도 세 수준의 글자계산 과제를 수행하였다. 또한 정서에 미치는 영향을 알아보기 위해 상태 특성 자기평가 불안척도(State-Trait Anxiety Inventory; STAI)를 사용하였다. 실험참가자들의 수행은 과제의 정답률과 반응시간을 측정을 통해 평가되었다. 실험결과 감시 Animated Character 조건은 통제 조건 보다 유의미하게 높은 불안(Anxiety)의 증가가 있었다. 또한 감시 Animated Character 조건은 높은 난이도의 글자 계산 과제에서 통제 조건 보다 유의미하게 높은 수행을 보였다. 본 연구는 Animated Character의 감시가 과제 난이도에 따라 다른 영향을 가진다는 것을 밝힘으로써 향후 감시 시스템 등에 Animated Character를 적용함에 있어 구체적인 가이드라인을 제공한다.

• 대한공업교육학회지
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• v.35 no.2
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• pp.159-181
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• 2010

This study aims to verity effects of project method on the girl students' task performance ability in the unit of 'Energy and Transportation Technology' of Technology' Home Economics Subject in High schools. The task performance ability are composed of collecting information, performing achievement, planning of solving the task, and performance evaluation. The results of this research conducted for girl students of two classes of H high school located in Gyeong-gi Province are as follows: First, the group with the project method was more effective, in general, in learning ability of performing the tasks of 'Energy and Transportation Technology' than the group with traditional teaching. Second, the group with the project method was more effective than the group with traditional teaching in ability of task performance of subordinate elements of performing tasks in the unit of 'Energy and Transportation Technology', such as collecting information and performing achievement. However, in the fields of another subordinate elements of planning of solving the task and performing evaluation, the degree of effectiveness was unknown. After examining the results of all the cases, it was found that project method was more effective than the traditional teaching method in increasing the performing task abilities of the students in the lesson of 'Energy and Transportation Technology' in high schools.

• Proceedings of the Korean Society for Emotion and Sensibility Conference
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• 2000.11a
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• pp.242-248
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• 2000

본 연구에서는 가상현실에서 simulator factor [FOV (field of view)와 운행속도, frame rate의 fluctuation]를 변화시키면서 사용자들의 시지각 과제수행도, 생리신호의 변화를 관찰하였고, 가상현실 경험 전·후에 실시한 설문지 조사를 통해 심리적 영향도 알아보았다. 1) 가상현실 운행시 눈깜박임이감소하고 Pz, O1, O2 영역의 알파파가 줄어들며 텔타파가 늘어나는 생리적 변화가 나타났다. 2) 특히 가상현실에서 멀미를 보고했을때 심박률, 피부전도도가 증가하고 피부온도가 감소하는 것으로 나타났다. 멀미 보고시 나타난 변화는 교감신경계의 활동성이 증가하는 방향과 일치하였다. 3) 빠른 운행속도가 느린 운행속도보다 높은 말초혈류량 최대-최소차이값을 나타냈고, 넓은 FOV가 좁은 FOV보다 높은 심박률을 나타냈다. 좁은 화면 보다 넓은 화면 조건에서 Cz, Pz 영역의 알파파는 더 낮게 나타났고 텔타파는 더 높게 나타났다. frame rate의 fluctuation이 없을 때에 비해 있을때 더 높은 피부전도도를 보여주었다. 4) 가상현실 평가설문지 분석결과 신체적 불편감은 좁은 FOV·느린 운행속도 조건에서 가장 적은 불편감을 나타냈다. 과제수행 곤란도는 느린 운행속도에서 가장 적게 나타났고 과제수행 적중률은 느린 운행속도에서 가장 높게 나타났다. 생리신호, 과제수행 적중률, 설문지 분석결과는 좁은 FOV·느린 운행속도의 가상환경이 가장 멀미에 덜 민감하고 과제수행하기에 가장 용이한 것으로 나타났다.

• Journal of Science Education
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• v.37 no.1
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• pp.170-185
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• 2013

The purpose of this study is to investigate a cognitive model of task commitment on biology classification inquiry. To achieve this goal, first, this study analyzed several literatures on task commitment in biology inquiry, and invented the tentative model of the task commitment. To investigate a tentative model invented, 2 main tasks were developed. These tasks were administered to 8 high-school students, first grade. Raw protocols were collected by thinking aloud method and a retrospective interview method. Collected protocols were converted to segmented protocols and coded by analyzing frame based invented model. The codes were analyzed. As a result, some problems were discovered, tentative model were revised. New analyzing frame based on Improved model were composed, and raw protocols were re-analyzed. Finally, a cognitive model of task commitment on biology classification inquiry was investigated. The investigated cognitive model of task commitment on biology classification inquiry was constructed 3 steps, 'Task commitment Induction', 'Task commitment Reinforcement', 'Task commitment Maintenance'. And each steps were consisted of several sub-factor. And commitment component were changed in each steps. Through this results, base information for strategy that improvement task commitment on biology classification inquiry is provided. Furthermore, the cognitive model of task commitment on biology classification inquiry will assist on evaluation and feedback by stage on task commitment.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.6
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• pp.2543-2547
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• 2011

This paper suggests a new method for team-based learning which is focusing on the individual job assignment to solve the possible problems of free riders, dysfunctional conflicts, and hostility among students. Especially, it examines that if a method using job assignment could reduce the adverse effects of peer evaluation. This study was executed during one semester. Each team was organized with seven members and an independent job among seven different jobs was assigned to each member. At the end of the semester, it was examined that if individual job assignment had solved the possible problems of free riders, dysfunctional conflicts, and hostility among students. Finally, this study found that a new method of team-based learning using a job assignment lessened a problem of free riders, and reduced dysfunctional conflicts and hostility among students comparing with the peer evaluation method. The suggested method in this paper, which focuses on the job assignment of team project, could improve the efficiency of team-based learning in education course.

• Science & Technology Policy
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• v.1 no.1 s.1
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• pp.17-17
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• 1991

STEPI(과학 기술 정책 연구소)는 1987년 창설 이래 정책 연구 과제 17건과 기본 연구 과제 6건 등을 당 연구소 연구 팀 및 외부 전문가를 활용 수행하였으며, `91년 현재 완료된 중요 연구 과제와 수행중인 연구 과제는 아래와 같다.

• Korean Journal of Cognitive Science
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• v.27 no.1
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• pp.101-127
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• 2016

The present study was conducted to examine the effect of meta-cognitive strategy and transfer appropriate processing(TAP) on prospective memory performance. In two experiments, encoding strategy for PM target words was manipulated by instructions. Participants who were assigned to meta strategic condition were engaged to rate task difficulty(EOL) in addition to predict their own performance(JOL), while participants in cognitive strategy condition were to remember target words by pleasantness ratings and sentence generation. In experiment1 and experiment 2, all participants in both conditions performed not only TAP ongoing task but also TIP ongoing task. Results revealed the benefit of meta cognition and transfer appropriate processing on PM performance. Furthermore, the benefit of TAP was diminished in cognitive strategy condition. There were no-costs on judgement tasks across conditions. The findings suggest that meta-cognition allows to sustain PM targets and intention without regard to cognitive resource.

• Korean Journal of Cognitive Science
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• v.22 no.4
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• pp.449-467
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• 2011

This study was designed to examine the influence of task appropriate processing on prospective memory(PM). The TAP was manipulated with list type within study phase and association category type among PM target words. Associated word lists used for ongoing task were consisted of semantically associated lists and orthographically associated lists. Target words for PM task were consisted of city names or words for ending with the letter of '도'. According to the TAP view, PM performance would be better in the condition of task appropriate processing rather than in the condition of task inappropriate processing. Total fifty students volunteered for two experiments for the present study. The main finding was that PM performance was influenced by the task appropriate processing with ongoing task. In other words, PM performance was facilitated when association type between ongoing list and PM target word was same. Second, ongoing task performance was also influenced by task appropriated processing. These results were discussed in task appropriated processing theory and previous studies.

• 한국HCI학회:학술대회논문집
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• 2006.02b
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• pp.480-486
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• 2006

본 연구는 대학생을 대상으로 사이버 강좌에서 사용되는 세가지 정보제시 유형에 따라 학습자의 학습 수행, 콘텐츠 만족도, 그리고 학습성취 기대감에 어떤 차이가 있는지를 알아보고자 하였다. 이에 공기펌프 작동원리, 브레이크 작동원리, 번개형성과정의 세가지 과제를 나레이션+텍스트(na+text), 나레이션+삽화(na+illust), 나레이션+애니메이션(na+ani)의 세가지 정보제시 유형의 콘텐츠를 제작하였다. 먼저 학습수행에 있어서는 브레이크 과제에서 정보제시 유형별 유의한 차이가 나타났으며 세가지 정보제시 유형 모두에서 na+illust, na+ani, na+text 조건 순으로 성취가 높았다. 번개형성과정에서도 정보제시 유형별 유의한 차이가 있었고, na+text, na+ani, na+illust 의 순으로 학습성취가 높은 것으로 나타났다. 콘텐츠 만족도에 있어서는 공기펌프와 브레이크 과제 모두에서 제시유형별로 유의한 차이가 있는 것으로 나타났으며, na+ani, na+illust, na+text 순으로 만족하는 것으로 나타났다. 학습성취에 대한 기대감도 공기펌프와 브레이크 과제 모두에서 유의한 차이가 있으며, 그 순서는 만족도와 동일하였다. 이 연구의 결과는 나레이션이 제공되는 3 가지 정보제시 유형의 콘텐츠를 학습함에 있어 학습과제와 학습과제 제시 유형에 따른 학습 수행의 차이를 확인할 수 있었다. 또한 이러한 학습수행 결과는 피험자의 콘텐츠 만족도와 학습 성취 기대감과는 다른 패턴을 보임으로써 정보제시 유형에 대한 평가와 실제 학습수행과는 차이가 있음을 시사한다.