• Journal of Digital Contents Society
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• v.19 no.5
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• pp.853-860
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• 2018

The purpose of this study is to analyze the effectiveness of cooperative thinking and communication ability through gamified VR contents. For the experiment, we designed the Forum VR content using gamification approach and validated its effectiveness with a survey tool. The experiment was answered after 63 elementary school students played the Forum VR content. According to the survey results, Forum VR content has positive effects on the development of collaborative spirit and communication skills of elementary school students. Based on the results of this study, it is necessary to study the systematic and technical measures to spread VR contents at educational sites, and to differentiate them according to the characteristics of the curriculum for connecting various educational topics and VR contents.

• The Journal of the Convergence on Culture Technology
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• v.8 no.2
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• pp.83-89
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• 2022

Recentely, the military needs to apply various technologies for the improvement of teamwork. The government should take the non-face-to-face system due to the social interest of young military members. In this study we investigated collective cohesion by helping soldiers who have difficulty expressing their feelings and delivering messages while living in groups, or who are unable to adapt to group life due to psychological disorders such as relationship anxiety. We proposed the Multi-perspective Relationship Experience program as a new VR application. We showed feeling a sense of reality equivalent to the actual situation, interpersonal tension and social distance were significantly reduced, and communication, which was difficult to actually do, was naturally achieved. In addition, positive effects were confirmed on the sense of belonging and leadership among all participants. We will be effectively used in manpower management policies that improve the collective cohesion of soldiers and support the adaptability of the military environment in line with the rapidly changing social interaction method.

• Education of Primary School Mathematics
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• v.11 no.1
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• pp.59-74
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• 2008

Mathematical knowledge is not exact definition but the supposition. Considering the nature of mathematics, realization of mathematics teaching which pursues critical thinking and rationality would be our problems. Accordingly, I set the subject of this study whether learning of constructivist discussion, which induces reflective thinking through communicating with others by expression with language of mathematical thinking in discussion, is effective against attitude on Mathematics and Mathematics achievement and study themes are as follows; A. Is learning of constructivist discussion effective against attitude on Mathematics? A-1. Is there any difference of self-conception on the subject between experimental group applied to learning of constructivist discussion and comparative group? A-2. Is there any difference of attitude on the subject between experimental group applied to learning of constructivist discussion and comparative group? A-3. Is there any difference of learning habits on the subject between experimental group applied to learning of constructivist discussion and comparative group? B. Is learning of constructivist discussion effective against mathematics achievement? The objects of study are 30 children of one class in the third grade of elementary school in Seoul for experimental group, and another one class with 30 children is comparative group. Study results and conclusion based on those results are as follows; First, students make reflective thinking through communication each other, therefore, instructor should create discussion environment for communication to express and form their mathematical thinking. Next, adaptability in student's mathematics activities and mathematical ideas should be permissible, and those should become divergent thinking. However, this study analyzed comparative results from only two each class having enrollment of thirty in the third grade. Accordingly, results from students in various grades and environment that are required to get more significant conclusion statistically.

• Archives of design research
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• v.18 no.1 s.59
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• pp.185-194
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• 2005

The objectives of this research are to examine the relationships among designers' characteristics, mutual communication, conflicts between CI designer and client, to test the impacts of conflicts and four type of resolution strategies on the performance of CI development, and to recommend proper strategies for successful CI process and output management. The survey results show as follows. First, CI designers' confidentiality on clients' internal information and creative designing ability were found to affect mutual communication between them. Second, proper communication was found to lessen the conflict level which in turn yielded the positive performance of CI development, especially for the clients' side. Third, it is suggested that the conflict level be first reduced and conflict resolution strategies be applied depending upon the conflict level and related party of designer or client position, respectively.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.2
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• pp.130-141
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• 2017

This study examined the effects of learners' job competency development on their vocational key competency improvement in lifelong education based on national competency standards. A survey was empirically carried out to 480 learners of lifelong education institutions in Seoul and the results were statistically analyzed. Covariance analysis was conducted to allow for external influences of lifelong education learners' educational environment in the process that verifies the effects of job competency development on vocational key competencies classified into 4 units, namely, mathematical skill, problem-solving skill, resource management skill, and communication skill. The findings are summarized as follows. First, all factors of job competency development had no effect on mathematical competency in the single dimension. Second, the testing of hypothesis 2 showed that education system(F=3.021, p<.05) and curriculum(F=6.684, p<.05) of job competency development factors had a significant positive effect on mathematical competency in the single dimension. Third, the testing of hypothesis 3 showed that only curriculum(F=5.865, p<.05) of job competency development factors had a significant positive effect on resource management in the single dimension. Fourth, the testing of hypothesis 4 showed that all factors of job competency development had no effect on communication in the single dimension. These findings suggest that the proper harmony of both education system and curriculum or all education system, curriculum and evaluation management in the combination of lifelong education support with teaching interaction can have a positive effect on the improvement of communication.

• Journal of Elementary Mathematics Education in Korea
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• v.15 no.3
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• pp.559-577
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• 2011

The purpose of this study was to investigate the effects of discourse-based math instructions on the students' mathematical attitudes and learning achievements by providing fifth graders with an opportunity to take active part in learning during math classes and applying discourse-based math instructions, which are to expand the speaking experiences as the most fundamental way to express ideas in communication. Those research efforts led to the following results: First, the discourse-based math instructions turned out to have positive influences on flexibility, will power, curiosity, reflection, and value of mathematical attitudes. When the results were reviewed before and after the instructions without considering the subvariables of attitude, there were statistically significant differences(p<0.01), which indicates that the discourse-based math instructions exerted very positive effects on the students mathematical attitudes. Second, there were no statistically significant effects in learning achievements between the experimental and comparative group, but the experimental group, which recorded low mean scores in the pre-test, increased their mean scores by 3.81 points in the post-test, which suggests that the discourse-based math instructions had positive influences on them. Third, the subjects' responses on the questionnaire on discourse-based instructions reveal that the discourse-based math instructional provided them with an opportunity to explore solutions in various ways. In short, discourse-based math instructions have positive influences on mathematical attitudes and are effective in increasing communication ability.

• Journal of the Korean School Mathematics Society
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• v.15 no.2
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• pp.259-279
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• 2012

The purposes of this study were to investigate the effects of the use of link sheet in pre-service mathematics teachers' mathematics learning. The study was conducted in Calculus course during 1 semester with 25 pre-service mathematics teachers. According to the results of questionnaires and focused group interviews, the use of the link sheet helped students to develop deeper understandings of mathematical concepts and mathematical communication ability. In addition, the use of the link sheet encouraged students to realize the value of the mathematics and it also played a central role in creating active and self-directed learning atmosphere.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.4
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• pp.2511-2519
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• 2015

This research was executed to develop a consultation program for female victims of domestic violence in the past and appraise its effectiveness. For the research, we selected 30 persons for an experimental group and a control group respectively, and practiced frequency analysis, reliability analysis, homogeneity check and T-test of independent sample by using SPSS 20.0 for Windows. The result of analysis is as follows. First, it was probed that the consultation program had the effect to improve the self-esteem of female victims of domestic violence, and reduce depression levels and anxiety. Second, it appeared that consultation program improved the psychological and social adaptation of female victims of domestic violence positively and cast an affirmative effect on the satisfaction of communication of subdivision and conflict-coping method. Therefore, it app[eared that this program had a close relation with the attitude etc. to solve the issues of interpersonal relations and communication of female victims of domestic violence. That is, it was verified that the program had the effect in that they escaped from the sequela of abuse and adapted themselves to mental society.

• Journal of Elementary Mathematics Education in Korea
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• v.10 no.1
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• pp.21-42
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• 2006

The purpose of this study is to identify the influences of the reciprocal writing-reflection activities on the mathematical learning of the 2nd grade students by developing a class model using reciprocal writing-reflection activities method as one of the interactive application of manipulative activities, reflective thought and communication activities which are the learning principles of constructivism. We have experimented and investigated to after dividing experimental objects into two group, experimental groups and comparative group, The conclusions of this study are followings. First, reciprocal writing-reflection activities showed significant effects on mathematical achievements of the group with lower achievements in learning. Second, reciprocal writing-reflection activities positively influenced mathematical tendency of the students. Third, the students had positive attitudes in interest, desire and usefulness regarding reciprocal writing-reflection activities. And reciprocal writing- reflection activities are helpful for their reflective thinking and communication activities.

• Journal of the Korea Convergence Society
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• v.10 no.3
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• pp.157-165
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• 2019

The purpose of this study was to verify effects of virtual reality based intervention program on communication skills in cafe and class attitudes of students with intellectual disabilities. To do this, 30 students with intellectual disabilities were participated in this study and placed an experimental group and a control group. An experimental group took part in the virtual reality based intervention program on communication skills in cafe and a control group joined in the traditional intervention program at summer vacation from July, 22 to August, 24. Intervention programs of an experimental group and an control group were conducted 5 times in a week for 4 weeks and a class time of each class was 50 minutes. Evaluations of two groups were carried out in pre-test and post-test and data of evaluation was analyzed by independent t-test. In Results of study, communication skills of experimental group were improved higher than control group's. Also, class attitudes of experimental group were changed more positive than control group's on job training class. We knew that virtual reality based intervention program was effectively utilized in transitional education for students with intellectual disabilities.