• Journal of the Korean School Mathematics Society
• /
• v.17 no.4
• /
• pp.657-677
• /
• 2014

The present qualitative case study explored the ways in which three middle school students constructed and refined their mathematical models and modeling processes, and factors that had influenced such refinement. The results suggest that students' modeling processes are non-sequential in that the participant students reformulated their initial problem from the real-world problem situation and revised the model when they could not get a satisfactory solution or the acquired solution did not make sense. Moreover, the students' model refinement processes were affected by the following four elements: the types of real-word problem situations, students' metacognitive thinking, communications between teachers and peers, and the role of teachers.

• School Mathematics
• /
• v.9 no.4
• /
• pp.467-486
• /
• 2007

In mathematical modeling activity modeling process is usually an iterative process. When model can not be solved, the model needs to be simplified by treating some variables as constants, or by ignoring some variables. On the other hand, when the results from the model are not precise enough, the model needs to be refined by considering additional conditions. In this study we investigate the role of spreadsheet model in model refinement and modeling process. In detail, we observed that by using spreadsheet model students can solve model which can not be solved in paper-pencil environment. And so they need not go back to model simplification process but continue model refinement. By transforming mathematical model to spreadsheet model, the students can predict or explain the real word situations directly without passing the mathematical conclusions step in modeling process.

• School Mathematics
• /
• v.15 no.3
• /
• pp.619-632
• /
• 2013

One area where research is especially needed is their elaboration process and how they elaborate their idea as a group in a mathematical board game re-creation project. In this research, this process was named 'Mathematical Elaboration Process'. The purpose of this research is to understand how the gifted children elaborate their idea in a small group, and which idea can be chosen for a new board game when they are exposed to a project for making new mathematical board games using the what-if-not strategy. One of the gifted children's classes was chosen in which there were twenty students, and the class was composed of four groups in an elementary school in Korea. The researcher presented a series of re-creation game projects to them during the course of five weeks. To interpret their process of elaborating, the communication of the gifted students was recorded and transcribed. Students' elaboration processes were constructed through the interaction of both the mathematical route and the non-mathematical route. In the mathematical route, there were three routes; favorable thoughts, unfavorable thoughts and a neutral route. Favorable thoughts was concluded as 'Accepting', unfavorable thoughts resulted in 'Rejecting', and finally, the neutral route lead to a 'non-mathematical route'. Mainly, in a mathematical route, the reason of accepting the rule was mathematical thinking and logical reasons. The gifted children also show four categorized non-mathematical reactions when they re-created a mathematical board game; Inconsistency, Liking, Social Proof and Authority.

• Journal of Educational Research in Mathematics
• /
• v.20 no.1
• /
• pp.73-84
• /
• 2010

Mathematical modeling is an important part of mathematics education since it can be used or created to find mathematical models to understand real life various situations. Most of mathematical modeling tasks taught and learned currently in secondary school mathematics classes need simple mathematical modelling with one or two variables and produce fixed solutions to the real life problems. But many real life problems involve various and complex variables which can be used to get more proper solutions. Constructing mathematical models to get more appropriate solutions from the real problems having various and complex variables is not easy. In this paper the researcher suggested a model to fit mathematical models to get more appropriate solutions and showed three examples to apply the model in solving real life problems which can be treated in the secondary school mathematics classrooms.

• Proceedings of the Acoustical Society of Korea Conference
• /
• 1998.08a
• /
• pp.99-104
• /
• 1998

한국어의 자연스러운 음성합성을 위해 280문장에 대하여 남성화자 1명이 발성한 문음성 데이터를 음운 세그먼트, 음운 라벨링, 음운별 품사 태깅하여 음성 코퍼스를 구축하였다. 이 문 음성 코퍼스를 사용하여 음운환경, 품사 뿐만 아니라 구문 구조에 이하여 음운으 lwlthrtlrks이 어떻게 변화하는가에 대하여 xhdrPwjrdfmh 분석하였다. 음운 지속시간을 보다 정교하게 예측하기 위하여, 각 음운의 고유 지속시간의 영향이 배제된 정규화 음운지속시간을 회귀트리를 이용하여 모델화하였다. 평가결과, 기존의 회귀트리를 이용한 음운지속시간 모델에 의한 예측오차는 87%정도가 20ms 이내 이었지만, 정규화 음운 지속시간 모델에 의한 예측 오차는 89% 정도가 20ms 이내로 더욱 정교하게 예측되었다.

• Proceedings of the Korea Technology Innovation Society Conference
• /
• 2013.05a
• /
• pp.151-162
• /
• 2013

• Journal of The Korean Association For Science Education
• /
• v.32 no.5
• /
• pp.805-822
• /
• 2012

The purpose of this study was to explore the patterns of group model development about blood flow in the heart and reasoning process by small group interaction. The subjects were 14, 8th graders in a Science Gifted Center. The group discussion was made possible by using triggering questions that can be answered based on experiences of hands-on activities such as a siphon pump analogy model activity and a dissection of pigs' hearts. Despite participating in same activities, the groups showed different model development patterns: unchanged, persuasive, and elaborated. Due to the critical revising, the group's explanatory model was elaborated and developed in the added and elaborated pattern. As critical revising is a core element of the developing model, it is important to promote a group interaction so that students become critical and receptive. The pedagogical analogy model and conflict situation enabled students to present elaborated reasoning. The Inquiry activity with the pedagogical analogy model promote students' spontaneous reasoning in relation to direct experience. Therefore offering a pedagogical analogy model will help students evaluate, revise and develop their models of concerned phenomena in science classroom. Conflict situation by rebuttal enable students to justify more solid and elaborate a model close to the target model. Therefore, teachers need to facilitate a group atmosphere for spontaneous conflict situation.

• Information Systems Review
• /
• v.20 no.1
• /
• pp.61-80
• /
• 2018

Individuals often receive smishing campaigns (mobile phishing messages), which they treat as spam. Thus, firms should understand how their customers distinguish their promotion messages from smishing. However, only a few studies examined this important issue. The present study employs the elaboration likelihood model to develop research hypotheses on the relationship between message cue and message credibility. The message cue in this study is classified as content cue, which is found in the content of promotion messages, and as leakage cue, which is found in peripheral information in the message. Leakage cue includes orthography (inclusion of special characters)and an abbreviated link sent by a faithless sender. We also propose that contextualization has a moderating effect on the relationship between content cue and credibility. We conducted a survey experiment to examine the effect of message cues on message credibility in the context of respondents receiving discount coupons through mobile messages. The result of data analysis based on 166 responses suggests that leakage cue had a negative effect on message credibility. A message with defective content cue has a marginally negative effect on message credibility. In particular, defective content cue in a high-contextual message has a strong negative impact on message credibility. This effect was not observed in low-contextual messages. Moreover, message credibility is significantly low regardless of the degree of contextualization if there is a leakage cue in the message. Our findings suggest that mobile promotion messages should be customized for message receivers and should have no leakage cues.

• Journal of the Korean Society of Clothing and Textiles
• /
• v.47 no.2
• /
• pp.371-391
• /
• 2023

This study examines the impact of live commerce characteristics on customer responses in the ELM perspective. Based on ELM, the central route is composed of information completeness, accuracy, and currency, and the peripheral route is composed of streamer credibility, streamer reputation, social presence, and system quality. An online survey of female customers aged 20 to 49 who have purchased beauty products through live commerce within the past three months was conducted. The results demonstrate that information completeness and information currency exert significant impact on perceived usefulness and enjoyment. Social presence and system quality also exert significant impact on perceived usefulness and enjoyment. Moreover, perceived usefulness and enjoyment had significant impact on behavioral intention. The effect of information completeness on perceived usefulness and enjoyment was much stronger for high product involvement groups. Furthermore, the effect of streamer reputation on perceived enjoyment was much stronger for high product involvement groups. In contrast, the effect of social presence on perceived usefulness and enjoyment was much stronger for low product involvement groups. This study suggests theoretical implications for applying ELM to live commerce and practical implications for differentiated live commerce marketing strategies.

• 한국디지털정책학회:학술대회논문집
• /
• 2005.06a
• /
• pp.89-98
• /
• 2005

간접광고의 한형태인 영화나 드라마 속에 제품배치(PPL)는 온셋 배치와 크리에이티브 배치로 분류할 수 있다. 온셋 배치(on-set placement)는 맥락효과 속에 전경(foreground)에 해당되며, 크리에이티브 배치(creative placement)는 배경에 해당되기 때문에 소비자의 정보처리에 의한 기억효과가 다르게 나타난다. 온셋배치의 경우 자극의 현저성으로 인하여 정교화 가능성 모델이론의 설득의 중심경로를 통한 정보처리효과가 나타나기 때문에 명시적 학습을 하게 된다. 반면에 드라마 배경에 해당하는 PPL의 크리에이티브 배치는 정교화의 수단이 낮아서 배경의 여러 단서들과 함께 설득의 주변경로를 통한 정보처리를 할 것이다. 따라서 암묵적 학습을 할 가능성이 높게 나타나게 된다. 이러한 제품배치의 형태에 따른 학습기억의 형태는 조절변수인 관여도에 따라 다르게 나타날 것이다. 제품관여도가 높은 경우에는 크리에이티브 배치를 하여도 명시적 학습을 할 가능성이 많은 반면 제품관여도가 낮은 경우 크리에이티브 배치를 하게 되면, 암묵적 학습효과가 미약하거나 일어나지 않을 가능성이 많다. 그러므로 제품관여도가 낮은 상품의 경우에는 제품배치시 가능한한 크리에이티브 배치피하는 것이 유리 할 것이다.