• Journal of the Korean BIBLIA Society for library and Information Science
• /
• v.28 no.1
• /
• pp.25-44
• /
• 2017

This study was to suggest display of RDA resource type in OPAC efficiently. Literature reviews and users test and preference survey were used as research methods. The 4 ways for the display of RDA resource type were suggested. First, GMD and the resource type code(bcode2) invented by library itself as well as leader/06, 007, and 008 field should be used for converting AACR2 resource type to RDA resource type in the bibliographic records. Second, RDA resource type vocabularies applicable to Korean cataloging environment should be designed and described in 33X subfield ${\blacktriangledown}9$ and detailed resource terms described in 34X should be also expressed in OPAC. Third, two option is suggested as content type and carrier type display separately and as content type and carrier type combination. Fourth, 336, 338 filed, leader/07 bibliographic level, 008/30-31 Literary text for sound recordings, 34X field were useful to develop user centered resource type icon. This study would be able to increase the utilization of RDA resource types and help the users to understand the RDA resource type in OPAC.

• 한국HCI학회:학술대회논문집
• /
• 2007.02b
• /
• pp.270-277
• /
• 2007

가상공간에서 사용자들은 온라인 커뮤니티(Online Community)로 관계(Relationship)를 맺고, 같은 관심사를 가지고 공감대를 형성하는 일이 하나의 디지털문화로 형성되었다. 이러한 가상공간에서 자신을 대변할 수 있는 또 다른 나, 즉 아바타(Avatar)에 대한 선호가 증가하고 있으며, 사용목적에 따른 사용자 감성의 반영으로 아바타 디자인이 다양한 형태로 발전하고 있다. 아바타의 근원은 분신(分身) 화신(化身)을 뜻하는 산스크리스트어 '아바따라(avataara)'에서 유래되었으며, 인터넷시대가 열리면서 3차원이나 가상현실게임 또는 웹에서의 채팅 등을 즐길 때 사용자를 대신하는 그래픽 아이콘으로 표상되면서 인터넷 상에서 자신을 대표하는 분신으로 정의되고 있다. 본 연구의 목적은 인터넷 매체 서비스 이용자의 아바타 사용에 따른 유형별 특성에 관한 것으로서, 이 연구를 통해 아바타 디자인의 시각적 표현요소에 효과적으로 활용될 수 요인을 찾고자 하였다. 분석을 위해 인터넷 공동체 집단을 미니홈피/블로그, 채팅, 게임으로 구분하였으며, 아바타 이용자들이 이와 같은 커뮤니티를 이용할 때 어떤 목적에 따라 사용하고 있으며, 그들이 아바타를 선택할 때 어떤 유형별 특성이 나타나는가를 실증하고자 하였다. 이것은 아바타 이용자들이 자신이 표현하려는 아바타 이미지와의 관계를 파악함으로써 가상세계에서 표출하는 아바타 사용 목적에 맞는 유형을 설명할 수 있을 것이다. 따라서 아바타 이용자의 특성을 파악하여 그들의 감성을 반영하는 디자인 전략을 세울 수 있다. 연구방법은 아바타의 개념과 유형분류, 그리고 미니홈피/블로그, 게임, 채팅의 이론적 논의 및 근거제시를 위한 문헌연구를 하였으며, 아바타 이용목적에 따른 유형별 특성을 심도 있게 파악하기 위해 질적연구(Qualitative)로서 표적집단면접(Focus Group Interview)을 실시하였으며, 그에 따른 내용분석과 표현분석을 하였다. 그리고 이것을 보다 객관적으로 검증(verification)하기 위해 양적연구(Quantitative)를 병행하였다. 조사대상은 아바타를 이용해 본 경험이 있는 384명의 학생들이며, 성별 연령별에 따른 분류를 통해 각 조사대상자별 특징을 발견하고자 하였다. 조사를 통해 미니홈피/블로그, 채팅, 게임의 서비스 공간에서 보여 지는 각각의 특성에 맞게 아바타 이용자들은 자신이 표현하려는 아바타의 유형에서 선호의 차이를 나타내고 있음을 알 수 있었다. 결과적으로 아바타사용자의 인터넷 매체 이용목적에 따른 유형별 특성을 파악할 수 있었으며, 향후 사이트(site)의 특성에 따라 사용자의 감성선호를 고려한 아바타 디자인 전략과 그 모델(Design model)을 제시할 수 있을 것이다.

• Journal of Fashion Business
• /
• v.21 no.2
• /
• pp.45-60
• /
• 2017

This study analyzed the type of format and content expression of fashion films, from the perspective of promotion and advertisement. For the analysis, a reference research and case study were employed. Our results showed that the format type of fashion films are categorized as movie type; films that convey a story through lines and provide an interesting element as well as artistic value;, video clip films which consist of intriguing sections in a short-length film;, animation type; films that deliver a message through the virtualized world and a created character;, and music video fashion films that use the musical technique to convey how the story of fashion film is structured. The type of content expression of fashion films are divided into direct expression, which exposes the collection of clothes and accessories directly in fashion films;, metaphorical type; which visually delivers the brand image and product;, and the documentary type; that delivers the brand story and historical facts related to the brand. The study on the analysis of fashion films through type of format and content expression shows how fashion brands effectively and strongly promote their products, enhance their brand values, and increase an interest among the customers.

• 한국HCI학회:학술대회논문집
• /
• 2006.02b
• /
• pp.512-517
• /
• 2006

본 논문은 지난 5년간의 모바일 메뉴 아이콘의 디자인 분석을 통해 현재의 모바일 폰에 적용되고 있는 아이콘 디자인 법칙을 밝히는 것을 목적으로 한다. 현재 제조사에 따라 다르게 제공되는 하드웨어 안에 아이콘(ICON) 디자인 또한 서로 다르게 구성되어 있어 사용자들은 일관성 없는 이미지에 혼란스럽다. 새로운 모바일 폰이 개발되면 그 내부 인터페이스도 모바일 폰 기기 사양이 담고 있는 기능들에 의해 다듬어 지고 정리된 메뉴기능을 내장해야 한다. 본인은 앞에서 언급했던 모바일 폰의 인터페이스를 구성하고 있는 아이콘의 디자인을 내용분석 하였다. 모바일 아이콘 전반적 디자인 변화를 살펴보고 점차 증가하고 있는 모바일 폰의 특성을 살펴 본 후에 아이콘을 담고 있는 인터페이스를 제품별, 제조사별, 년도 별로 분류하고 디자인 법칙을 찾아보았다. 그리하여 국내 모바일 폰의 메뉴 아이콘을 의미표현 유형과 아이콘의 크기, 아이콘의 애니메이션 정도, 아이콘 주변 경계, 공간 표현, 아이콘에 적용 된 라이트와 음영 위치, 아이콘 시각표현, 배경의 유무, 선택 시 반응에 따라 애니메이션 유무, 아이콘의 선택 시 크기변화, 아이콘의 테두리선 유무, 아이콘의 색상 반전 유무, 아이콘의 그림자 유무를 분석 기준으로 잡고, 이런 모바일 아이콘의 요소 별 디자인에 적용된 법칙들을 내용분석을 통해 발견하였다. 모바일 아이콘 디자인 내용분석을 통해 2001년부터 2005년까지 국내에 출시된 모바일 아이콘 디자인들이 역사적으로 어떻게 변하였는지 정리하였다. 디자인이 빠르게 변화하고 있는 지금, 새로운 디자인을 발견하기에 앞서 지금까지 국내 모바일 아이콘 디자인의 시대적 변화를 되돌아보고, 살펴보는 연구를 하였다.

• The Journal of the Korea Contents Association
• /
• v.14 no.9
• /
• pp.622-633
• /
• 2014

This study delineates the process of analyzing the illustrations in high school English I textbook. The goal of this study is to shed light on the issues related to producing better English textbooks. The methods include analysis of the illustrations in the textbook developed under the 2009 Revised National Curriculum and surveys of teachers and students' awareness about them. This study classified common features in the illustrations to devise four analysis criteria: cultural aspects, expression styles, expression techniques, and linguistic functions of the illustrations. The questionnaire was made for both teachers and students. The questions in the survey of teachers were about the relevance to the contents, the layout and formation, learners' interest, cognitive aspects, easiness of teaching and learning, and connectivity with language functions. In the survey of students, familiarity, interest level, learnability, favored expression technique and expression material were considered. The result of the surveys showed that the teachability and learnability are key factors in developing illustrations for English textbooks, and they should look familiar to the students.

• Journal of Science Education
• /
• v.41 no.3
• /
• pp.462-479
• /
• 2017

This study classified the visualization's materials presented in two types of middle school science textbooks to data visualization and infographics, thereafter characteristics of infographics according to science content's domains were analyzed using an analytical framework for infopraphics. The results of this study are as follows : First, visualization materials in middle school science textbooks had more data visualization (23.2%) than infographics (76.8%). Second, there were many differences in information content's category among the science subject's domains. The relationship type of information content in the domain of energy and matter, the function type in life domain, and the location type in the earth domain were prominent. In visual representation's category, the illustration type and comparative analysis type were the most dominant in the all science domains. The horizontal type in layout category occupied the largest proportion in all science domains. Therefore, it is necessary to present the visualization materials with the infographics conveying many informations than the data visualization in middle school science textbooks. And the infographics need to be developed and distributed in various formats in each science domain.

• Journal of Science Education
• /
• v.38 no.2
• /
• pp.286-301
• /
• 2014

The purpose of this study is to examine the influence of argumentation for elementary students' scientific writing. Using nine subjects that were comprised of scientific situations and social scientific situations, this study was applied to four 5th grade students utilizing argumentation and scientific writing. The students' scientific writing and argumentation were collected and analyzed based on three domains of scientific writing: scientific thinking, logic, and creativity. The results from this study are as follows. First, the various contents of argumentation positively affected all of the scientific writing domains in post-argumentation scientific writing. Second, the contents of argumentation appeared in the post-argumentation scientific writing as three different forms: 1) Each individual's scientific concepts, claims, and ideas, which were newly mentioned in the process of argumentation, were expressed, 2) Their classmates' claims, grounds and ideas, which were discussed in the process of argumentation, were expressed through internalization, and 3) Expanded ideas, new claims and inferences based on the argumentation were expressed.

• The Journal of the Korea Contents Association
• /
• v.11 no.6
• /
• pp.495-509
• /
• 2011

According to the rapid technological development such as ubiquitous environments, there has been growing interest in learning with social media as known as social learning. This study was conducted to analyze various participation types of social media contents aiming to explore strategies for facilitating learning. Specifically, the research model was established by two aspects in using social media contents. First was classified by writings and readings in contents, which consists of prosumers, producers, consumers, and non-participants. Second criterion was categorized by instruction-related and instruction-nonrelated, which is learning contents, learning management, emotional expression, and social activities. In order to acquire empirical data, a set of fourteen undergraduate students participated in this research for eight weeks using a microblog. Based on the analyses on the data through learning activities, three learning strategies were suggested to facilitate social media based learning: analysis on learners, role of the instructor, and instructional model design.

• The Journal of the Korea Contents Association
• /
• v.16 no.3
• /
• pp.125-136
• /
• 2016

Recently, many people switch from an open SNS like facebook to a closed SNS like Kakaostory to expect more empathetic responses. In this study, I derive the design factors that motivate empathetic responses in SNS. In particular, I focus on Kakaostory that is popular for women in their 30s and 40s. I conduct literature review and survey and find out the design factors and identified the type of photos that induce comments and feeling icons. While writing comments is influenced by the relationship with the poster and the contents, adding a feeling icons is affected by the states of the responders. The heavy users are more affected by the contents than by relationship. The photos with more responses have better image quality and capture situation better. The photos with more comments are cuter, brighter, and more positive. The photos with feeling icons only are visually sophisticated. This results can be useful to develop a design that induce empathetic responses.

• Communications of Mathematical Education
• /
• v.29 no.1
• /
• pp.51-72
• /
• 2015

This study aimed to analyze the characteristic of undergraduate students' perception and preference for mathematics. For this purpose, I surveyed 124 undergraduate students' metaphorical expressions about mathematics. I classified the expressions as four categories: a positive form, a negative form, a mixed form, an undecidable form. I investigated the proportion and characteristic of the metaphorical expressions according to the above four categories. Also, I surveyed the students' preference and nonpreference moments for mathematics and categorized them into 6-cases: elementary school, middle school, high school, university, always, and none. In addition, I examined the students' preference and nonpreference reasons for mathematics and classified them according to the 5-factors: grade factor, affective factor, content factor, teacher factor, and other factors. The results of this study as follows: First, the 27% of university students expressed their metaphorical expressions for mathematics as a positive form, 42% as a negative form, and 27% as a mixed form. Also, the preference rate for mathematics was higher as their school years increase and the main reasons of preference were grade and affective factors. The result of nonpreference rate was also higher as their school year increased. Students said that the contents and grade factor were the main factors among the 5-factors.