• Journal of The Korean Association For Science Education
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• v.38 no.5
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• pp.667-680
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• 2018

The purpose of this study is to investigate 1) the types of knowledge students ask for in their reading comprehension of science textbooks using an online annotation system, 2) the accuracy of the knowledge provided by the students to their peers, 3) the frequency of knowledge sharing behaviors, 4) the evaluation of the effect of collaborative reading, and 5) the trust among peers as knowledge sharers. Questions made by 241 students in the second grade of middle school using an online annotation system in two chapters of the science textbook were analyzed using Bloom's revised taxonomy and their answers were grouped according to five accuracy categories. Also, questionnaires for the evaluation of the effectiveness of collaborative reading comprehension and of trust among the students were used. The students asked their peers 'understanding questions' which comprised almost 80% of the total questions they made and were similar with individual metacognitive strategies for reading comprehension. Of the total threads, 71% has scientifically correct threads shared by the students. The frequency of the knowledge sharing behaviors was high but this was affected by the rewards (point system). Students evaluated that collaborative reading comprehension conducted through an online annotation system were helpful in their learning. In addition, the ratio of students trusting their peers who did the knowledge sharing is over 80%. This study shows that when students use an online annotation system, they can fill one another's cognitive gaps in the reading process by sharing knowledge. Also, collaborative reading using an online annotation system has proved that cognitive individualization is possible through sharing knowledge interactively and dynamically, unlike reading hard copies of textbooks which are a one way information transfer.

• Journal of Intelligence and Information Systems
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• v.22 no.1
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• pp.43-61
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• 2016

Customer reviews help potential customers make purchasing decisions. However, the prevalence of reviews on websites push the customer to sift through them and change the focus from a mere search to identifying which of the available reviews are valuable and useful for the purchasing decision at hand. To identify useful reviews, websites have developed different mechanisms to give customers options when evaluating existing reviews. Websites allow users to rate the usefulness of a customer review as helpful or not. Amazon.com uses a ratio-type helpfulness, while Yelp.com uses a count-type usefulness index. This usefulness index provides helpful reviews to future potential purchasers. This study investigated the effects of sentiment and readability on useful votes for customer reviews. Similar studies on the relationship between sentiment and readability have focused on the ratio-type usefulness index utilized by websites such as Amazon.com. In this study, Yelp.com's count-type usefulness index for restaurant reviews was used to investigate the relationship between sentiment/readability and usefulness votes. Yelp.com's online customer reviews for stores in the beverage and food categories were used for the analysis. In total, 170,294 reviews containing information on a store's reputation and popularity were used. The control variables were the review length, store reputation, and popularity; the independent variables were the sentiment and readability, while the dependent variable was the number of helpful votes. The review rating is the moderating variable for the review sentiment and readability. The length is the number of characters in a review. The popularity is the number of reviews for a store, and the reputation is the general average rating of all reviews for a store. The readability of a review was calculated with the Coleman-Liau index. The sentiment is a positivity score for the review as calculated by SentiWordNet. The review rating is a preference score selected from 1 to 5 (stars) by the review author. The dependent variable (i.e., usefulness votes) used in this study is a count variable. Therefore, the Poisson regression model, which is commonly used to account for the discrete and nonnegative nature of count data, was applied in the analyses. The increase in helpful votes was assumed to follow a Poisson distribution. Because the Poisson model assumes an equal mean and variance and the data were over-dispersed, a negative binomial distribution model that allows for over-dispersion of the count variable was used for the estimation. Zero-inflated negative binomial regression was used to model count variables with excessive zeros and over-dispersed count outcome variables. With this model, the excess zeros were assumed to be generated through a separate process from the count values and therefore should be modeled as independently as possible. The results showed that positive sentiment had a negative effect on gaining useful votes for positive reviews but no significant effect on negative reviews. Poor readability had a negative effect on gaining useful votes and was not moderated by the review star ratings. These findings yield considerable managerial implications. The results are helpful for online websites when analyzing their review guidelines and identifying useful reviews for their business. Based on this study, positive reviews are not necessarily helpful; therefore, restaurants should consider which type of positive review is helpful for their business. Second, this study is beneficial for businesses and website designers in creating review mechanisms to know which type of reviews to highlight on their websites and which type of reviews can be beneficial to the business. Moreover, this study highlights the review systems employed by websites to allow their customers to post rating reviews.

• Annual Conference on Human and Language Technology
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• 2020.10a
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• pp.501-506
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• 2020

질의 난이도 분석 문제는 자연어 질의문을 답변할 때 어려움의 정도를 측정하는 문제이다. 질의 난이도 분석 문제는 문서 독해, 의학 시험, 비디오 질의 등과 같은 다양한 데이터셋에서 연구되어 왔다. 본 논문에서는 질의문과 질의문에 응답하기 위한 정보들 간의 관계를 파악하는 것으로 질의 난이도 분석 문제를 접근하여 이를 BERT와 Dual Multi-head Attention을 사용하여 모델링 하였다. 본 논문에서 제안하는 모델의 우수성을 증명하기 위하여 최근 자연언어이해 부분에서 높은 성능을 보여주는 기 학습 언어 모델과 이전 연구의 질의 난이도 분석 모델과의 성능을 비교하였고, 제안 모델은 대표적인 비디오 질의 응답 데이터셋인 DramaQA의 Memory Complexity에서 99.76%, Logical Complexity에서는 89.47%의 정확도로 가장 높은 질의 난이도 분석 성능을 보여주었다.

• Korean Journal of Cognitive Science
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• v.35 no.2
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• pp.129-159
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• 2024

In the process of reading, readers can process information not only within the fixated region, known as the fovea, but also in the parafoveal region to the right of the fovea. While the parafoveal semantic preview effect has been confirmed in eye-tracking experiments using boundary techniques, research on how the parafoveal preview effects differ depending on the degree of semantic relatedness is still limited. This study investigates the parafoveal preview effects as a function of semantic relatedness with the target word. The experiment utilized Korean-Chinese bilinguals and presented mixed-language sentences as experimental stimuli. Four parafoveal preview conditions were applied to the target words in each sentence: (1) Korean identical condition, where the parafoveal word was the same as the target word (e.g., "나라," meaning "country" in English), (2) Chinese synonymous condition, where the parafoveal word had the same meaning as the target word (e.g., "国家," also meaning "country" in English), (3) Chinese semantically related condition, where the parafoveal word was semantically related to the target word (e.g., "政权," meaning "political power" in English), and (4) Chinese unrelated condition, where the parafoveal word was semantically unrelated to the target word (e.g., "围裙," meaning "apron" in English). The study explored the parafoveal preview effect in terms of the degree of semantic association with the target word. We found the most pronounced preview effect in conditions where the preview and the target word shared the same meaning, and we also observed preview effects in conditions where the semantic relatedness with the target word was relatively weak. This study suggests that the degree of semantic relatedness between the parafoveal preview word and the target word can influence readers' reading processes. It contributes to a better understanding of readers' eye movements and comprehension processes, with potential implications for the development of effective reading strategies and educational methods.

• The Journal of the Korea Contents Association
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• v.19 no.8
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• pp.565-571
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• 2019

This study aims to suggest more efficient ways of teaching English more related to but distinct from major English, based on the needs and awareness of the students of English Education Department. For this, interviews and surveys have been carried out targeting some English Education majors. The results show that the satisfaction level of students is relatively low, marking around the score '3'. While the satisfaction level about classroom environment including the multi-media equipment, and professors' teaching ability, quality and methods is higher compared with other factors, the improvement of English skills and interest-causing levels are lower on average. Besides, this study also includes the surveys on the needs of students for various teaching programs, differentiated classes and qualified instructors. Based on the results, this study makes three suggestions as follows; (1) the opening of some specific English classes for English-education majors (2) the development of English-conversation classes related to English-education majors (3) the development of communication-centered English reading based on English literature.

• Child Health Nursing Research
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• v.20 no.4
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• pp.322-331
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• 2014

Purpose: The purpose of this study was to identify health literacy levels of elementary school students. Methods: Participants were 331 fifth and sixth graders in nine elementary schools located in Gyeongsangnam-do. Instruments were 42 health-related words derived from fifth-grade textbook 'Health in Daily Life' for linguistic health literacy, modified Korean Health Literacy Assessment Tool (KHLAT) for numeracy section of functional health literacy, items from a snack box and newspaper article for reading comprehension section of functional health literacy. Data were collected from July 15 to August 15, 2013. Results: The mean score for linguistic health literacy was $24.02{\pm}7.16$ of 42 (57.2% were correct answers). The mean score for functional health literacy was $9.27{\pm}2.30$ of 12 (77.3% were correct answers). There were significant differences in health literacy by grade and academic performance. Conclusion: This study results show that both linguistic and functional health literacy among elementary school students were not high enough to use health-related information and make appropriate health-related decisions. Therefore, it is important to develop strategies aimed at increasing health literacy levels, especially focused on underperforming students. It is also necessary that studies be done on the factors affecting the health literacy of elementary-school students.

• Journal of The Korean Association For Science Education
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• v.5 no.1
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• pp.49-61
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• 1985

In this study, I compared and analyzed the new and old secondary school science textbooks to find the charateristics of them and the differences between them. The results of the study are the following. Major concepts in the new textbook are almost similar to those in the old one. The-new textbook reinforces the functions of the introudction and checking the result of learning, and presents more and diverse learning materials and reduces the degree of learning difficulty by omitting the several abstract knowledges and mathematical formulas which can be understood through formal operational thinking. The results show that the new textbook is more effective in arousing student's interest and curiosity there fore it increases the efficiency of learning. But the new textbook is less suitable for inquiry because it is mainly composed of explanation and fact rather than experiment and observation. I think that this is the result from the actual approach to the real conditions of school when the curriculum was reformed and the new textbook was written.