• Journal of the Korea Institute of Information and Communication Engineering
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• v.14 no.5
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• pp.1277-1283
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• 2010

Many e-learning systems adopts SCORM as an e-learning standard. E-learning systems evaluate and apply the learning difficulty in order to improve the studying efficiency. But, it is hard to change the learning difficulty and provide the customized learning contents during studying in SCORM. Because it is difficult to provide the customized contents to learners by changing the learners' level at runtime and to control optional learning. In this paper, we designed and implemented SCORM-based Contents Organization System on learners' level(SCOS) for complementing the SCORM's weakness. SCOS re-evaluates a learner's level whenever the learner's level is changed during learning, and provides customized contents on the learner's level.

• The Korean Journal of Emergency Medical Services
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• v.28 no.2
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• pp.7-19
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• 2024

Purpose: To adjust item numbers in a national test, this study used item response theory to examine changes in average scores, reliability, difficulty, and discrimination according to the adjustment of item numbers. Methods: We analyzed the dichotomous coding of correct and incorrect answers of 473 examinees in a mock test conducted in 2023. Additionally, as an explanatory pilot study, we used an online questionnaire to survey experts on their perceptions of the appropriate item numbers for each test subject from January 18, 2024, to February 15, 2024. Results: Regarding the item numbers on the national exam, experts preferred to reduce the number of management of emergency patients (33.14±6.09, p<.05) and advanced emergency medical care: subtopics (104.49±11.55, p<.05), and the total number of questions (217.82±20.95, p<.05). In a simulation set in which items with low item fit were removed after fitting a two-parameter item response theory model, reliability was maintained at .910 until the 5th test consisting of 185 questions with little loss of difficulty, discrimination, and average score, and there was no correlation between item numbers and average score. Conclusion: Experts responded that reducing the number of items on the national exam was appropriate. As a result of the item reduction simulation, there was no significant loss in the average score, difficulty, discrimination, or reliability. More reliable results could be obtained if the results were based on a validity analysis and analyzed using actual national exams.

• Journal of The Korean Association For Science Education
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• v.25 no.2
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• pp.133-145
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• 2005

The purpose of this study was to identify the relation between preservice teachers' philosophical views on science and types of responses to alternative hypotheses. To identify preservice teachers' philosophical views on science, the extraterrestrial impact theory and the volcano-greenhouse theory, alternative hypotheses related to dinosaur extinction were administered to 37 elementary preservice teachers and 52 secondary preservice teachers. Subjects were required to write down their ideas before and after reading the alternative hypotheses, and then the dimensions of responses to initial ideas were analyzed. To analyze, Soh's Philosophical Perspectives Prove(PPP) was used. The results of this study were as follows: (a) elementary and secondary preservice teachers' philosophical views on science corresponds to eclecticism, (b) the main types of responses were partial theory change in elementary preservice teachers and rejection in secondary preservice teachers, (c) preservice teachers' philosophical views on science and types of responses were eclecticism-partial theory change in elementary preservice teachers and eclecticism-rejection in secondary preservice teachers.

• Journal of Elementary Mathematics Education in Korea
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• v.16 no.3
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• pp.359-388
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• 2012

The study aims to extract the framework of sub-factors of spatial sense, to develop test instruments based on the framework to investigate the actual spatial sense ability of fourth to sixth graders in elementary school and to analyze the results. According to the framework of sub-factors of spatial sense of the study, spatial sense has two factors of spatial visualization and spatial orientation. Spatial visualization is divided into mental rotation, mental transformation and figure-ground perception while spatial orientation is categorized into direction sense, distance sense, and location sense. Based on the framework, the test instrument for spatial sense ability was developed and the test was conducted to 430 fourth to sixth students in five elementary schools in capital areas. The following conclusions were drawn from the results obtained in the study. Firstly, the higher school year gets, the more spatial sense grows. However, spatial visualization is developed much more than spatial orientation and their order is reversed with higher graders. Secondly, the most insufficient abilities among fourth to sixth elementary school students' spatial sense were mental transformation of spatial visualization and location sense of spatial orientation. Thirdly, the reasons of differences in sub-factors of spatial sense and graders seem to be from effects of students' learning experiences of spatial sense of mathematics curriculum and the complexities of test items.

• 한국노년학
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• v.34 no.2
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• pp.409-429
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• 2014

The purpose of this study was to examine the ambivalence of adult children to their elderly parents. 410 adult children who married and having alive mother or father were included. First, direct measurement for asking ambivalence was developed and the relationship between direct and indirect measurements of ambivalence was tested. Next, the influences of parental, children, and relational characteristics on ambivalence were examined. Nine items were selected as direct measurement of ambivalence through the exploratory factor analysis and item response theory. The relationship between direct measure and indirect measure was from .543(p<.000) to r=.625(p<.000) based on gender and generation. The effects of indirect ambivalence on conflict was bigger than direct one for both sons and daughters and the influences of direct measurement on intimacy and relational satisfaction were bigger than indirect one. In case of sons, caregiving obligation was the biggest predictor on ambivalence for mothers and value differences was on ambivalence for fathers. For daughters, age of self was the biggest predictor on ambivalence for mothers and age of fathers was the one for fathers. These results were discussed on the meanings of ambivalence for elderly mothers and fathers in Korea comparing with Chinese and Western cultures.

• Journal of the Korean Institute of Landscape Architecture
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• v.19 no.1
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• pp.45-59
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• 1991

본 연구에서는 객관적 환경지표와 그에 대한 인간의 주관적 반응간 의 인과적 관련도의 중요성이 강조된다. 좀 더 구체적으로, 거주자의 주관 적 반응인 주거만족과 객관적 환경지표의 하나인 주거환경유형들(건물유형 과 건물배치유형)과의 인과적 관련도가 본 연구에서 중점적으로 토의된다. 한국의 6개 대단위 공동주택단지가 본 연구의 대상지로 선정되었고, 표본 추출시 건물유형과 건물배치유형을 고려한 다단계 표집방법(multistage sampling)이 사용되었다. 설문면답방법(modified structured survey)에 의해 646명의 처리 가능한 응답이 수거되었다. 인과모형 검증의 첫 단계로서 다 수의 설문문항을 원래 관심있는 소수의 변수로 정선, 추출하기 위한 방법 으로 요인분석이 사용되었다. 요인분석으로부터 정선, 추출된 변수를 이용 해서 본 연구의 가설모형이 정립되고, 그 모형을 검증하기 위한 방법으로 경로분석이 사용되었다. 분석결과를 요약해 볼 때, 건물유형과 건물배치유 형 모두가 거주자의 지각, 인식, 태도 등의 적절한 매개변수들을 통해 거주 자의 주거만족에 유의한 영향을 미치는 것으로 나타났다. 건물유형은 일반 적으로 저층주거에서 고충주거로 바뀌면서, 거주자의 주거만족에 부정적인 영향을 미치고 있음이 확인되었고, 고층주거가 거주자에게 주는 시각적 단 조로움, 과밀감, 그리고 주차장을 포함한 옥외공간 이용상의 불편들과 또 그들로 인한 낮은 안전성 및 경관에 대한 불만족 등이 그 이유로서 밝혀졌 다. 건물배치유형의 경우, U자형의 배치유형이 선형배치유형에 비해 과밀 감 해소, 시각적 명료성 향상, 그리고 옥외공간 이용상의 편리 등 및 또 그 에 따른 경관에 대한 만족의 향상 때문에 거주자의 주거만족을 높이는 데 유리한 것으로 나타났다. 주거와 관련된 설계 및 계획분야를 위한 여러 다 양한 제안들이 본 연구에서 제시되고, 추후 관련 연구들을 위한 가능성들 도 토의되었다. 그 유용성 때문에, 아직 많은 이론적, 방법론적, 그리고 분 석상의 문제에도 불구하고, 객관적 환경지표들과 이용자들의 만족을 포함 한 다양한 주관적 변수들과의 관계를 경험적으로 밝히려는 시도가 계속되 어야 할 것으로 사료된다.

• Cartoon and Animation Studies
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• s.13
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• pp.67-82
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• 2008

This exploratory study examined the possibility that the notion, willing suspension of disbelief, can explain the processing of animated spokes-character in advertising. Willing suspension of disbelief has originated from Coleridge's explanation of poetic faith. And the term has been theoretically studied in the response of fiction in creative works, such as cinema, dramas, and advertisements, as well as literature. So far, willing suspension of disbelief has been proposed as a mediator of empathy, cognitive responses and affective responses to fiction. On these theoretical bases, a survey was conducted to 64 people with 3 advertisements to test the validity of the discriminant function. Findings of discriminant function analysis are as follows: First, the variable of willing suspension of disbelief well discriminated between the willing group and the non-willing group. Secondly, the Intensity of willing suspension of disbelief showed statistically significant difference between the willing group and the non-willing group. Thus, according to these results, it is proposed that the effects of the willing suspension of disbelief can be examined as a mediator of the response of fiction in further substantial studios.

• 한국벤처창업학회:학술대회논문집
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• 2016.04a
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• pp.108-117
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• 2016

본 연구는 대학의 창업교육 서비스 품질이 교육만족과 창업역량, 창업의지에 미치는 영향에 관한 연구이다. 대학에서 다양한 창업교육이 진행되고 있지만 창업성과에 대한 연구는 많이 이루어지지 않고 있다. 본 연구에서는 창업성과를 높이기 위한 요인을 분석하기 위해 창업교육의 서비스 품질이 교육만족과 창업역량, 창업의지에 미치는 영향에 대해 살펴보았다. 첫째, 창업교육 서비스 품질을 측정하기 위해 서비스 품질에 대한 이론적 배경을 바탕으로 유형성, 신뢰성, 반응성, 확신성, 공감성 등 5개 요소 21개의 문항을 설정하고, 설문 분석 결과를 바탕으로 창업교육 서비스 품질이 교육만족과 창업역량에 미치는 영향을 알아보았다. 둘째, 고객 만족에 대한 선행연구를 바탕으로 창업교육 수강생의 교육만족을 정의하고, 창업역량의 요소 중 성취역량, 창의성역량, 개념화역량, 사회적 역량 등에 미치는 인과관계를 분석하였다. 셋째, 교육만족과 창업역량이 창업의지에 미치는 인과관계를 분석하였다. 그 결과, 창업교육 서비스 품질은 기존의 연구와 다르게 유형성과 신뢰성이 하나의 요인으로 분석되어 반응성, 확신성, 공감성 등 4개 요인으로 확인되었고, 4개의 요인으로 구성된 창업교육 서비스 품질이 교육만족과 창업역량에 영향을 주는 것으로 확인되었다. 또한, 창업역량 요인을 4개로 정의하여 설문을 분석한 결과 성취역량과 창의성역량이 하나의 요인으로 분석되어 개념화역량, 사회적 역량과 함께 3가지 요인으로 확인되었다. 이는 교육만족에 영향을 받는다는 것을 확인할 수 있었다. 창업의지는 창업역량에 영향을 받았지만, 교육만족에 직접적인 영향을 받지 않는 것으로 확인되었다. 이러한 결과는 교육만족이 창업역량을 통하여 창업의지에 간접적인 영향을 미친다는 것을 의미한다. 차후 연구에서는 대상을 여러 지역 혹은 전국으로 확대할 필요성이 있으며, 다른 변수와의 접근 방법을 가지고 연구되어야 할 것이다.

• Communications of Mathematical Education
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• v.25 no.1
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• pp.245-259
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• 2011

In this study, the instrument of mathematical creative problem solving ability test were considered the differences between Korean and American sixth grade students in mathematical creativity ability and mathematical thinking ability. The instrument consists of 9 items. The participants for the study were 212 Korean and 148 American students. SPSS were carried out to verify the validities and reliability. Reliabilities(Cronbach ${\alpha}$) in mathematical creativity ability is 0.9047 and in mathematical thinking ability is 0.9299 which were satisfied internal validity evaluation on the test items. Internal validity were analyzed by BIGSTEPS based on Rasch's 1-parameter item response model. The results of this study can serve as a foundation for understanding the Korean and American students differences in mathematical creativity ability and mathematical thinking ability. Especially we get the some informations on mathematical creativity ability for American's fifth grade to seventh grade students.

• Korean Journal of Social Welfare
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• v.67 no.2
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• pp.61-84
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• 2015

The purpose of this study was to develop the Post-bereavement Growth Inventory(PBGI) for the elderly and to evaluate its validity. The items for developing PBGI were compiled from a literature search, content validity review, and a preliminary survey. A main survey of 308 widowed persons(aged 60+) was conducted. The results were as follows. First, an exploratory factor analysis revealed six factors of the PBGI. The results of the confirmatory factor analysis supported a five-factor structure for the final 24 scale items of scale. Second, in terms of concurrent validity, the PGBI compared favorably with the "Personal Growth" scale from The Hogan Grief Reaction Checklist (HGRC: Hogan and Schimdt, 2001). Third, the results of contrast group validity tests demonstrated that the group scoring in the upper 30% on the scales of Psychological Well-being (PWB, Ryff and Keyes, 1995) and the Grief Reaction Inventory (GRI: Remondet and Hansson, 1987) showed a significantly higher degree of post-bereavement growth (PBG) than the group scoring in the lower 30%. Fourth, Cronbach's ${\alpha}$ values for the five factors were between .649-.856 and .907 overall, indicating high internal consistency. Finally, education had the most significant influence on PBG. All results indicated the high validity of the PBGI. The findings from this study could provide the rationale for practical interventions from a growth-oriented perspective for widowed persons, as well as an objective assessment tool for practitioners in clinical areas.