• Communications of Mathematical Education
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• v.24 no.4
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• pp.891-907
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• 2010

This study analyzed the Fundamental Theorem of Calculus from the historical, mathematical, and instructional perspectives. Based on the in-depth analysis, this study suggested an alternative way of teaching the Fundamental Theorem of Calculus.

• Journal of Korea Entertainment Industry Association
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• v.14 no.5
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• pp.207-215
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• 2020

Studies on aesthetic experience in games mostly focus on engineering approach centered on structural determination of specific target within the game as well as humanistic·social approach in forms of artistic conversation on game play experience. This paper have established a theoretic guideline regarding the progress of aesthetic experience which allows analysis from the perspective of player experience acquired during game play. Based on such guideline, the study classifies cognitive data (Eye-Tracking, Playing Action, Facial Expression) on aesthetic experience and suggests the methods to measure such data. By deducing errors and points to be considered related to measuring methods through pilot tests, this study will contribute to the execution of empirical study focused on player perspective.

• Journal of The Korean Association For Science Education
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• v.42 no.5
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• pp.543-555
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• 2022

This study aims to identify the trends in 'Aesthetic Science-Education' research through bibliographic analysis and provide future implications for research in this field. To this research, 100 studies were extracted using the search function of the Web of Science provided by Clarivate Analytics. Detailed bibliometrics was analyzed using the Bibliometrix package of the R program. As a result of the analysis, the average number of papers increased from 1993 to 2022, and academic journals in which related papers were published were evenly distributed locally. As a result of keyword analysis, papers with top citations, author collaboration networks, and literature co-citation networks, Aesthetic Science-Education could be classified as inducing aesthetic experience by integrating art in science education, and categories using 'formalist aesthetic' and 'emotional response'. The implications derived from this study are as follows: first, the aesthetic aspects of science should be actively studied to emphasize 'Agency' and 'Active Learning' in future science education. Second, it is necessary to develop a new approach to science education by further utilizing the 'formalist aesthetic' of science in science education. Third, the aesthetic aspect of science can change the perception of the Nature of Science of teachers, pre-service science teachers, and students. Fourth, it is necessary to discover implications for utilizing aesthetic aspects in science education through extensive research on the aesthetic aspects of science for teachers, students, and pre-service teachers. This study is meaningful because it provides an overview of the 'Aesthetic Science-Education' research to realize the above implications.

• Journal of Digital Convergence
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• v.14 no.2
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• pp.345-350
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• 2016

Modern design started from having form of nature and biology and had gradually faced limit on the design subject, therefore changed to something with emotions. However, personal emotion is hard to receive sympathy from the public. Therefore the researcher have selected subject that is already receiving love from the public and tried to visualize it through metal sculpture. The subject selected for visualization is 'Counting Stars at Night' by poet Yoon Dong Ju who the Koreans love the most and the aesthetic factor was selected through prior studied literature and have made by applying metal, gemstone and coloring method. As a result the aesthetic factor could be selected understanding the emotion inside the poet 'Counting Stars at Night' by Yoon Dong Ju and have not lost objectivity in the emotions and could be able to feel the beauty of the metal sculpture with deep emotions of the 'Counting Stars at Night' by Yoon Dong Ju through completed metal sculpture. This served as a momentum for suggesting possibility of shaping the immaterial subject.

• Journal of Korea Game Society
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• v.20 no.6
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• pp.3-12
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• 2020

Player experience study includes the behavior and psychological responses of player to game content. And, it focuses on the player's aesthetic experience for specific game elements rather than comprehensive game experiences. This paper presents the player's aesthetic experience data derived from the gameplay process as a code, and analyzes the aesthetic experience data by player experience level for adventure games. These researching results might complement the limitations of existing game analysis research, and provide practical data which creator could apply at the design stage of game.

• Science of Emotion and Sensibility
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• v.14 no.3
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• pp.403-414
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• 2011

The current study examined brain regions associated with aesthetic experience to fractal images using functional MRI. The aesthetic estimations of the images showed that there is a general consensus regarding the perception of beautiful images. Out of 270 fractal images, fifty images rated highest(beautiful images) and fifty images rated lowest(non-beautiful images) were selected and presented to the participants. The two conditions were presented using the block design. Frontal lobes, cingulate gyri, and insula, the areas related to the cognitive and emotional processing in aesthetic experience, were activated when beautiful images were presented. In contrast, the middle occipital gyri and precuneus, the areas associated with experience of negative emotions, were activated when non-beautiful images were presented. The conjunction analysis showed activations in temporal areas in response to beautiful images and activations in parietal areas in response to non-beautiful images. These results indicate that beautiful images elicit semantic interpretations whereas non-beautiful images facilitate abstract processes.

• Cross-Cultural Studies
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• v.44
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• pp.411-430
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• 2016

One of central issues in the Literature and Science discourses during the Victorian era is the relation of physiology to psychology. Many thinkers tackle the question of whether or not psychic phenomena can be reducible to their physiological bases. For instance, Victorian physiologist William Benjamin Carpenter claims that there should be a boundary between physiological and psychological qualities. Yet, his contemporary writer Grant Allen contends for the reduction of psychology into physiology. In the essay, I discuss Grant Allen's work Physiological Aesthetics (1877) so as to eventually problematize his physiological reductionism. I especially highlight the paradox of his physiological aesthetics. In order to clarify my argument, I introduce two concepts: evolutionary aesthetics and physiological reductionism. On the one hand, Allen argues for the development of aesthetic appreciation. The gradual evolution from gaudy to serene colors, for instance, reflects the fine differentiation of sensory organs. He believes that the existence of varied aesthetic pleasures corresponds to the evolution of sensory nerve structures. Nonetheless, Allen ironically gives more weight to the commonality of aesthetic experiences than to this teleological ordering of aesthetic experiences. He argues that there is no fundamental difference among humans in terms of their aesthetic assessments. Furthermore, there is even no essential distinction among plants, animals, and humans in light of their aesthetic appraisals, he states firmly. Although he asserts the gradual advance of aesthetic feelings caused by the intricacy of nervous systems, he simultaneously trivializes the evolution of aesthetic appraisal. In the essay, I highlight this paradox in Allen's physiological aesthetics. It should be underscored, lamentably enough, that Allen seeks biological purity by erasing fine lines among physiology, psychology, and sociality. He estranges aesthetic experiences from subjective variations and their socio-cultural contexts. He makes great efforts to eliminate individual differences and socio-cultural specificities in order to extremely biologize aesthetic experiences. Hence, Allen's physiological aesthetics is marked as the politics of physiological purification.

• Journal of Digital Convergence
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• v.20 no.1
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• pp.369-378
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• 2022

This study analyzed the effect of aesthetic elements of characters on viewing immersion and re-watching intentions in Chinese historical dramas. For the empirical study, frequency analysis, factor analysis, reliability analysis, correlation analysis, and regression analysis were performed using SPSS 23.0 based on the questionnaire of 330 Chinese who watched the historical drama . As a result of the study, it was found that the character aesthetic elements of Chinese historical dramas with hair and costumes had a positive effect on viewing immersion and re-watching intentions. In addition, it was found that viewing immersion had a mediating effect on the relationship between aesthetic factors and re-viewing intention. It is expected that continuous character creation can be expected through various aesthetic elements such as hair and clothes to increase the value of dramas in the future.

• Communications of Mathematical Education
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• v.30 no.1
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• pp.47-65
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• 2016

The purpose of this paper is to compare the effects on the students' academic achievement and satisfaction level in a Calculus course taught by two different teaching modes, blended learning and face-to-face learning. The comparison analysis was made for Calculus 2 course in H university in South Korea offered in the Spring semester of the year 2015. Calculus 2 is a Calculus course designed for the first year students who plan to choose their majors in Engineering. There were two sections of the Calculus course taught in a blended learning mode and one in a conventional face-to-face learning mode. All these three sections including e-learning parts were taught by the author. We discuss some meaningful differences in the effects by the two different teaching modes.

• Communications of Mathematical Education
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• v.31 no.3
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• pp.349-366
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• 2017

The 2015 revised curriculum is an integrated curriculum that reflects national and societal needs to foster creative convergent talent in the school curriculum. Along with these changes, the Ministry of Education introduced a system to change the major from 2017 to the fourth year of university. Therefore, each university should prepare to reflect the curriculum and institutional change before welcoming students who have completed the 2015 revised curriculum. The university needs to study the countermeasures for implementing the 2015 revised curriculum and expanding the period of major change when preparing the curriculum and contents of the calculus courses that freshmen take. Handong University has been studying the operation methods of new students who want to decide their major at the first grade, such as operating calculus courses at various levels and allocating appropriate proportions of calculus for preliminary examinations. This case is similar to the basic purpose of the revised curriculum in 2015, so it can suggest implications for the operation of the university calculus class after the curriculum revision. In this paper, we have analyzed the results of the recent freshman mathematics test for the recent 5 years and the students' calculus grades and compared them with the contents of the calculus curriculum operated by Handong University and the 2015 revised higher mathematics curriculum. As a result, we proposed five classes of calculus suitable for college major and it was found that the calculus curriculum should include the missing quadratic method in the 2015 revised curriculum.