• Journal of Internet Computing and Services
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• v.15 no.2
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• pp.59-71
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• 2014

This study applied customer perspective to find out ways how to protect customers' privacy by themselves. It does so by examining the factors which affect customer privacy protection behaviors. Based on the Privacy Act, this study developed the construct of Privacy Rights awareness and finds the law's effect on privacy awareness and behavioral change. The study finds that there exists a significant difference in privacy protection behavior according to privacy rights awareness. Independent variables are as follows: Five variables (Perceived vulnerability, Perceived severity, Perceived response effectiveness, Perceived barriers, Privacy Rights awareness) were tested as critical variables influencing Behavioral Intention in PMT model. Privacy awareness had a moderating effect on the relationship between perceived severity and privacy protection behavior. This study would contribute on theoretical expansion of Protection Motivation Theory and also provide practical implications for effective ways to promote behavioral changes.

• Journal of the Korean Society for information Management
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• v.37 no.1
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• pp.51-78
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• 2020

Recently, the emphasis on self-directed learning and lifelong education is increasing the importance of school libraries in the curriculum. Accordingly, various studies have been conducted mainly from a structural, institutional and operational point of view. However, more research is necessary on the micro topics such as school library users' autonomous intrinsic motivations in the sense that school libraries play key roles in autonomy-based self-directed education. This study aims at finding out what types of school library use motivations are more important and the degree to which the use motivations affect the school library service quality based on the self-determination theory. In addition, this study examines how the use motivations and the perceived service quality vary depending on the school grade of the library users. Based on a focus-group-interview pilot study, a questionnaire survey was administered on the effects of school library motivations on perceived library service quality to 588 students from 5 high schools and 2 middle schools in Seoul. When the service quality and its components, service affect, information control, and library as place were set as dependent variables, in all these four cases, intrinsic motivations were more significant than extrinsic motivations. In addition, when middle school students and high school students were selected as separate analysis target groups, the results of both analyses show that the higher the intrinsic motivations were, the higher the perceived service quality was. The contribution of this study is that it applies the self-determination theory to school library service, measures the influence of motivation type based on the theoretical basis, and focuses on micro aspects to improve school library services.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.9 no.7
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• pp.1616-1623
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• 2005

In this paper, we propose that the synchronization method for mutual cooperative control in the chaotic mobile robot. In order to achieve the synchronization for mutual cooperative control in the chaotic mobile robot, we apply coupled synchronization technique and driven synchronization technique in the chaotic mobile robot without obstacle and with obstacle.

• The Journal of Korean Institute of Communications and Information Sciences
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• v.33 no.3A
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• pp.240-247
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• 2008

In this paper, we propose a digitally implementable synchronization method for the UWB system. This is achieved by manipulating the frequency components of a synchronizing signal which is the sequence of pulses of periodicity. We analyze the dependancy of the number of pulses and pulse interval on the intrinsic synchronization accuracy. Moreover, through the computer simulation, the performance of the proposed method is examined via varying system parameters.

• Journal of Gifted/Talented Education
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• v.26 no.1
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• pp.141-159
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• 2016

The purposes of the study are to recognize importance of motivation in math education and to increase interest in students' motivation problem by comparing math motivation between mathematically gifted and non-gifted 5th graders based on Keller's ARCS theory and analyzing correlations between math motivation, mathematically affective characteristics and mathematical achievements. For this purpose, 436 students who were mathematically gifted and non-gifted 5th grade students were asked to take questionnaires and test to measure math motivation, mathematically affective characteristics and mathematical achievements. After analyzing the data, there are statistically differences in three educational factors between two groups. In addition, there are correlations between three educational factors. This study revealed that highly motivated students showed positive mathematically affective characteristics and high mathematical achievements. As results indicate that motivation could be a crucial factor in learning, teachers should consider motivation strategy to plan students' lessons regarding to learners' giftedness.

• Journal of Technology Innovation
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• v.21 no.2
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• pp.225-254
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• 2013

This paper examines an explanatory power of primary alliance motivation theories, such as 'Transaction-Cost Economics (TCE)' and 'Resource-Based View (RBV)', on the technological alliance partner selection criteria, governance and performance. Adopting perspectives of integration provided by TCE and RBV, this work examines the impact of both theories on the alliance processes such as alliance partner selection, governance and performance. Empirical findings show that both TCE and RBV are effective in explaining the choice of technological alliance partners. In addition, TCE appears to be more effective in providing explanation of technological alliance governance structure. Also, both TCE and RBV are effective in evaluating the technological alliance performance phase, though RBV appears to be slightly more effective.

• The Journal of the Convergence on Culture Technology
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• v.3 no.4
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• pp.43-53
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• 2017

This study is focused on mediating effect of academic motivation between the educational environmental factors on Self-determination Theory and Reward and Punishment Mark System. For the purpose of this study, a questionnaire survey uses a scale being developed through the educational environmental factors on self-determination, academic motivation, and academic achievement. The survey was conducted among 202 students in middle and high school in Seoul. First, autonomy of variables of educational environment based on self-determination theory has influenced on internal and external academic motivation, confidence makes internal and reasonable motivation high, and relationship makes demotivation low. Second, Reward and Punishment Mark System which has recently been replaced traditional punishment doesn't have influenced on academic motivation of students. Third, internal motivation has positively influenced on willingness to take classes and academic achievement analyzing the effect of academic motivation sub-factors on academic achievement. Therefore, this study suggests that autonomy, confidence, and relationship in self-determination theory make academic motivation and willingness to take classes high.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.13 no.4
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• pp.49-58
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• 2018

In recent years, various studies have been carried out on various types of entrepreneurship and comparative activities according to policy efforts and support such as the activation of a bachelor's degree in the establishment of a university, and attention has been paid to the fact that the participation and the educational effect of the students may be different depending on the type. The purpose of this study is to investigate entrepreneurial motivation, entrepreneurship, and entrepreneurial intention in the case of experiential entrepreneurship class focusing on the theoretical-oriented general entrepreneurship class, And the effect of entrepreneurship on entrepreneurial intention. The data were collected and empirical analysis was conducted to compare the difference between the two groups. The results of this study are as follows: First, out of the motivation factors of entrepreneurs, entrepreneurship education, achievement desire, human network, self - esteem, etc. We can confirm that the motivation of entrepreneurs is recognized more greatly. Second, the entrepreneurship factor was not significantly different from the perception between experiential entrepreneurship lecture and theoretical entrepreneurship learner. Third, experiential entrepreneurship learner perceived more willingness to start business than theoretical entrepreneurship learner. Finally, among the entrepreneurship motivation factors, among the entrepreneurship education, achievement desire and entrepreneurship factor, the risk sensitivity affects the entrepreneurial will. This study suggests that the direction of entrepreneurial education focused on quantitative expansion and the creation of qualitative effects of entrepreneurship education are needed. In the future, it will provide policy implications for revitalizing experiential entrepreneurship education In addition, it can contribute to the diffusion of research on the effect of entrepreneurship education.

• 한국정보교육학회:학술대회논문집
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• 2010.01a
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• pp.57-63
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• 2010

학생들의 기초 기본학습 능력의 신장이 강조되고 있는 교육상황에 비추어 볼 때 지금까지 간과되어 왔던 학습장애에 대한 재인식과 학습 장애학생들을 위한 대책이 필요하다. 본 논문에서는 그 대책으로 기존의 keller의 동기유발학습이론인 ARCS모델을 변형하여 정착수업이론의 앵커라는 자발적 인지학습을 위한 매개체를 도입하여 변형된 M-ARCS이론을 토대로 학습 장애학생들의 동기유발 및 학습에 대한 긍정적인 인식을 향상시키는 것을 목적으로 한다. 본 모바일 앵커 프로그램의 특징은 다음과 같다. 첫째, ARCS이론에서 강조하던 학생들의 주의집중, 관련성, 성취감, 자신감이라는 항목을 통해 학습 장애 학생들에게 기존의 교육방법과 다른 동기유발을 통한 성공이라는 경험을 준다. 둘째, 정착수업모델의 앵커를 적용하여 학생들이 실제생활과 관련된 지식들을 배우고, 적용하도록 함으로써 보다 유의미한 지식을 생성하고 활용할 수 있도록 한다. 셋째, 기존의 앵커형태와 다른 모바일 앵커를 적용함으로써 실제 활동하며 문제를 해결해 나가는 과정을 도입하여 학습 장애 학생들에게 주의집중 및 동기유발을 할 수 있는 새로운 형태의 교육방법을 제시한다. 이러한 활동을 통해 최종적으로 학습 장애 학생들의 학업능력 향상을 도모한다.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.6
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• pp.3499-3511
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• 2014

This study examined what determinants affect the intention of retweeting on Twitter from the perspectives of motivations and social psychology. The primary theoretical foundations are the theory of reasoned action (TRA), motivation theory and social capital theory. An online survey was administrated to collect the data. The data collected was analyzed using the structural equation model (SEM). The findings showed that both the attitude toward the retweeting behavior and subjective norm have significant effects on the intention to retweet. The results also showed that the attitude toward the retweeting behaviors was influenced by the individual intrinsic motivation and the norm of reciprocity. Social trust also had a significant influence on the intention to retweet. This study discusses the implications of these findings.