• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
• /
• v.9 no.9
• /
• pp.797-808
• /
• 2019

The purpose of this study is to collect the psychological responses that occur while watching TV home shopping ads in verbal form, and explore the possibility of measuring the effectiveness of TV home shopping ads using linguistic analysis. The psychological responses during watching positive and negative ads of participants(40 housewives and female college students) were collected in a linguistic form using a think aloud and self-report measurement. It was analyzed by KLIWC, a Korean language analysis program. As a result of the analysis, there was a difference in psychosocial variables as well as linguistic variables between positive and negative evaluation ads. Also, various variables of KLIWC were correlated with the variables of advertising effectiveness (purchase stimulus, ad attitude, product attitude, purchase intention) and advertising response variables. This suggests the possibility of constructing a psychological response profile and measurement of advertising effectiveness using language analysis.

• Journal of The Korean Association For Science Education
• /
• v.37 no.2
• /
• pp.225-237
• /
• 2017

In this study, we investigated the characteristics of the individual processes of pre-service chemistry teachers in making written test items. For this, we analyzed the think-aloud processes of eight pre-service chemistry teachers while making six written test items about gas laws and their in-depth interview scripts. The characteristics of the processes were found to be divided into six categories; the lack of systemicity in planning stage for making written test items, the lack of awareness and consideration for the interrelationship between instruction and assessment, the diverse criteria in determining test item types, the difficulties in judging behavioral domains and difficulties of items in the table of specification, the limitation in using teacher's guides and misunderstanding of teacher's guides, and the limitation in point and/or content of review and differences depending on the time of review. These can provide some significant guidelines and implications in finding ways to improve pre-service chemistry teachers' ability to make written test items.

• The Journal of the Korea Contents Association
• /
• v.18 no.5
• /
• pp.1-10
• /
• 2018

The purpose of this study is to provide a cost effective usability test model for business web site development. In this study, we present a usability test model that combines Concurrent Think Aloud, performance measurement, coaching method, and remote test method. Testing target was the consortium website of electronic information joint licensing. Test participants were actual users selected by their task roles and proficiency in different levels. We improved the system by reflecting the results of user test analysis and re-tested usability test again. The result showed that usability of all participants was improved in the aspect of the time required and the complexity of mouse trajectory. It is expected that the usability test model presented in this study can be used to cost-effectively evaluate and analyze business web sites. We suggest that research various usability test model considering the characteristics of websites.

• The Journal of Korean Association of Computer Education
• /
• v.14 no.1
• /
• pp.13-21
• /
• 2011

The purpose in this paper is to provide the theoretical framework of characteristics of programming thinking processes in computational literacy education. That is, we developed the theoretical framework through analyzing novices' cognitive thinking processes, applied it to the real situation about computational literacy problem-solving processes and defined characteristics of the processes. For this purpose, we tried to analyze characteristics of programming thinking processes of novices by using think-aloud method. Also we developed the programming process code about novices' cognitive processes and programming processes, and analyzed the process that novice faced and overcame programming barriers by using qualitative research tool, Nvivo. As a result, we found what characteristics of programming problem-solving processes were and how novices used the thinking skill in the process. This study contributes to understand programming problem-solving processes and provides the criterion to analyze the processes scientifically.

• Journal of The Korean Association For Science Education
• /
• v.38 no.1
• /
• pp.43-55
• /
• 2018

In this study, we investigated high school students' analogy generating processes using the think-aloud method. Twelve high school students in Seoul participated in this study. The students were asked to generate analogies on ionic bonding and were also interviewed after their activities. Their activities and interviews were recorded and videotaped. After classifying the analogy generating processes into the three stages-encoding, exploring sources, and mapping, several process components were identified. The analyses of the results indicated that they checked the target concept given and selected one for a salient attribute among many attributes of the target concept at the stage of encoding. After selecting the salient attribute, they translated the salient attribute that is a scientific term into an everyday term, which is named as 'extracting salient similarities.' At the stage of exploring sources, they chose the sources based on salient similarities and chose the final source through circular processes, which included the process components of 'evaluating the sources' and 'discarding the sources.' At the final stage, they added the attributes to analogs and mapping them to the attributes of the target concept, which is named as 'mapping shared attributes.' There were some cases that 'mapping shared attributes' appeared after they specified the situation of analogs or assumed new situation, which is named as 'specifying the situations.' Some students recognized unshared attributes in their analogs.

• Journal of The Korean Association For Science Education
• /
• v.34 no.3
• /
• pp.247-260
• /
• 2014

Purpose of this study is to analyze the roles and strategies of imagistic simulation observed in mental simulation about problematic situation of prediction, and thereby identify the process of generating prediction, explanation and sophistication. For this study, a framework for mental simulation process and strategy based on literary research was developed and content was validated from four experts of science education. This study was participated by 10 preliminary elementary school teachers, and a total of 20 cases were gathered for two thought experiment tasks based on the think-aloud method. The results were as follows: First, mental simulation process described based on the seven elements of 'perception,' 'interpretation,' 'statement of initial representation,' 'running imagistic simulation,' 'identifying result of simulation,' 'identifying alignment' and 'restatement structured representation.' The study confirmed that initial representation by interpreting related concepts and running imagistic simulation a number of times to develop explanation and prediction. Second, the study identified the use of strategies to enhance simulation such as 'zoom in,' 'partition,' 'dimensional enhancement,' 'dimensional reduction,' 'remove,' 'replace' and 'extreme case.' Running spatial transformation that uses strategy to enhance simulation contributed to discovering mechanism elements in problematic situations.

• 한국HCI학회:학술대회논문집
• /
• 2008.02b
• /
• pp.608-613
• /
• 2008

Web usability for e-commerce sites becomes a more important issue as e-commerce gains its popularity. As for fresh foods, consumers are especially sensitive to the quality of information during transaction process. Successful fresh food e-commerce sites, such as Wine. com and Tesco, identified regular usability testing as part of key success factors. This paper aims to identify processes for evaluating usability of fresh food e-commerce sites and provide recommendations to improve usability. The study aims to evaluate Web usability of selected Web sites using heuristic evaluation to provide objective Web usability analysis for each transaction process and think aloud method to understand how users actually evaluate the Web site.

• Journal of The Korean Association For Science Education
• /
• v.33 no.5
• /
• pp.881-892
• /
• 2013

It has been recently emphasized that comprehensive understanding of students' cognitive activities in the process of writing as well as final product is needed in order to develop an effective strategy for science writing. In this study, we investigated the characteristics of writing process in the situation that students wrote a composition in solving the application problem on a science topic. Seven eighth graders selected in the consideration of their science achievement and communication skills were asked to write a composition using think-aloud method. They were also interviewed after their writing work. The analyses of the results indicated that students' writing processes consisted of six distinctive components: generating, organizing, setting, translating, evaluating, and revising. It was also found that the patterns of process components for each student were different in terms of the frequency and the sequence. The patterns of process components were categorized into four types: systematic, tacit planning, trial and error, and random strategies. Educational implications were also discussed.

• Journal of The Korean Association For Science Education
• /
• v.25 no.4
• /
• pp.503-513
• /
• 2005

The purpose of this study was to analyze the generating processes of scientific emotion, that appears during the generation of biological hypotheses. To perform the study, a tentative model was set up through pilot test, a think-aloud training procedure was planned and a standardized interview instrument was developed before getting protocols. In this study, 8 college students were selected to bring out protocol through the method of think-aloud, retrospective debriefing, focused interview and observing. As the result of analysis of the collected protocol through coding scheme, 4 types of process for scientific emotion-generating were sorted out. First type was a basic process which was a feeling process in prior to recognition. Second type was a retrospective process that explains the process of retrospect for emotional memory based on the past. Third type was a cognitive process and it explains emotion that occurs during thinking process to achieve cognitive goal. Fourth type was an attribution process and it explains that emotion is generated in the process of attribution for cognitive goal's achievement. These types of process of scientific emotion-generating can contribute the basis for developing cognitive model of EBL (Emotional Brain-based Learning) strategy.

• Journal of The Korean Association For Science Education
• /
• v.34 no.5
• /
• pp.511-521
• /
• 2014

In this study, we conducted an exploratory investigation of the imaginative writing processes of middle school students. Twelve 8th graders were asked to imagine and write about the daily life of atoms, assuming that they became specific atoms for themselves. The think-aloud method was used to investigate students' writing processes. We recorded students' writing processes, and also collected the data through interviews to clarify ambiguities in their writing processes. The analyses of the results revealed that their imaginative writing processes could be classified into the three types by the two aspects of writing process components (retrieving information and generating ideas). That is, the integration of retrieving information and generating ideas, the predominant retrieving information, and the predominant generating ideas. The students who were classified into the type of the integration of retrieving information and generating ideas came up with a story and properly introduced science concepts into it. These suggested that this type of students expressed their own understanding more effectively, and that this type was most appropriate for imaginative writing in learning science. The results also showed that the imaginative writing processes were greatly influenced by whether the planning step was adequately considered or not. On the bases of the results, we suggest the teaching strategies for effective imaginative writing in learning science.