• Journal of Digital Convergence
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• v.20 no.5
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• pp.221-226
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• 2022

The purpose of this study is to explore the differentiated motivations of users of live commerce by focusing on the entry into untact consumption culture. In addition, we intend to verify the mediating effect of engagement in the relationship between the motivation and attitude of live commerce use. As for the research method, an online survey was conducted targeting live commerce users, and 245 valid samples were used for analysis. For data analysis, frequency analysis, exploratory factor analysis, reliability analysis, multiple regression analysis, and mediation regression analysis were performed. As a result of the analysis, the motivation for using live commerce was derived from four factors: Enjoyment of interaction, Substitutability of personal examination, Need for community, Trend setting. And Engagement was found to have a significant effect on attitude. Finally, engagement was found to have a partial mediating effect in the relationship between the motivation and attitude of live commerce use. The research results will provide implications for understanding non-face-to-face consumption culture and establishing effective strategies for the live commerce industry in the future.

• Journal of Creative Information Culture
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• v.7 no.3
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• pp.117-128
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• 2021

The purpose of this study is to develop a test tool to find out the ability of middle and high school students to adapt to untact instruction. As a result of the extraction, a untact instructional adaptability test paper was created with 24 questions of 6 factors: tool use, responsibility, concentration, confidence, adaptability, and cooperation. The results of the analysis of the goodness of the test are as follows. First, the reliability coefficient of the internal consistency of the item was found to be .888 for the entire Chronbach's α, and the reliability range for each domain was .621 to .854, which was sufficiently reliable. Secondly, the results of Construct Validity by confirmatory factor analysis are in the good categories as absolute fit indices RMSEA=.0108 and SRMR=.0794 in the CFA model. It was confirmed that it properly included the characteristics you want to see.

• Journal of Creative Information Culture
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• v.7 no.4
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• pp.207-215
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• 2021

As computational thinking has been noted as an important competency worldwide, SW education was introduced in the 2015 revised curriculum, and SW education has been applied to the curriculum from 2018. However, in a poor educational environment, the educationally underprivileged class is in the blind spot of SW education and is not receiving systematic SW education. Therefore, this study analyzed the effect of conducting a non-face-to-face SW online education program for 267 underprivileged elementary school students in education at a time when non-face-to-face online education was being conducted through the COVID-19 mass infectious disease. As a result of conducting the computational thinking ability test, which abstraction, problem decomposition, algorithm, automation, and data processing, before and after education, the overall score of computational thinking and the score of all five factors were statistically significantly increased(p<0.001). Among the five factors, there was the highest score improvement in data processing score. These results suggest that the non-face-to-face SW online education program is effective in improving the computational thinking ability of elementary school students from the educational underprivileged class.

• The Journal of the Convergence on Culture Technology
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• v.8 no.5
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• pp.51-57
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• 2022

The purpose of this study is to explore the future direction of university liberal arts classes at a time when many educational institutions have returned to face-to-face instruction as social distancing related to COVID-19 has been eliminated. A survey was conducted with 187 college students who took a liberal arts class that included a combination of online and in-person classes. The results found that learners were generally satisfied with remote learning (87.8%). The reasons for this high level of satisfaction included sufficient comprehension of class content, systematic class progress, and the efficiency and convenience of learning in a remote environment. Satisfaction levels for in-person classes (66%) were relatively lower than those for remote classes, and this is reflected in the preference for class type. Among wholly in-person, wholly remote, and a combination of both, it was found that learners preferred remote classes the most (54.4%). When conducting in-person classes, instructors must devise a class plan that incorporates the advantages of online remote classes.

• The Journal of the Convergence on Culture Technology
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• v.7 no.4
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• pp.421-428
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• 2021

This study intended to identify the differences of pre-service elementary school teachers' perceptions on instructional design between face-to-face and online instruction. Lesson plans for face-to-face and online instruction were analyzed by 84 participants who were seniors at C university of education. Results of content analysis indicate that 'Providing Learning Guidance' domain is the biggest domain in terms of the frequency gap between face-to-face and online instruction. Frequency differences by domains between face-to-face and online instruction were found to be significant as a result of Chi-square test. Frequency differences by instructional elements in the 'Providing Learning Guidance' domain between face-to-face and online instruction were found to be statistically significant as well. In conclusion, this study indicates the differences of pre-service elementary school teachers' perceptions on instructional design between face-to-face and online instruction, which implies the necessity for the development and implementation of professional development programs focusing on the perceptions on instructional design of online instruction for pre-service elementary school teachers.

• Korean Association of Arts Management
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• no.56
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• pp.217-242
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• 2020

At a moment in which the entire culture and arts field is in crisis due to the Covid-19 pandemic, the audience development strategies practiced by arts organizations require significant adaptation. In this paper we consider the theater for young audiences, Youngji, produced by the TYA(Theater for Young Audiences) Research Center(TYARC) of the National Theater Company of Korea (NTCK). We examine how an arts organization develops youth audiences and creates a participatory culture when normal non-face-to-face engagement is not possible. We applied an Action Research methodology to our research filed, which allowed us to track continuous change based on the evolving practices and contingencies of one arts sector organization. Using Brown and Novak-Leonard's (2011) audience involvement spectrum, Koste's (1995) concept of creative drama, and Moore's (1993) transactional distance theory, we explored the possibility of active audience development by analyzing the ways in which NTCK's arts education has adapted its approach to audience development. We find that, even in this non-face-to-face era, it is possible to effectively develop youth audiences through a dramatic play that continues from play to drama.

• The Journal of the Convergence on Culture Technology
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• v.7 no.4
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• pp.435-440
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• 2021

This study examines the effectiveness of the study through a case of PBL (problem-based learning) class conducted in a balanced culture course called at 00 - University in the second semester of 2020. The effects we can achieve through learning are as follows: First, problem-based learning (PBL) has sufficient active interaction between the teacher and the learner. Second, PBL learning can actively utilize various problems that fit the characteristics of the subject and actively utilize the process of role sharing and collaboration. Third, critical perceptions of problem situations can be extended. The limitations identified in this class case are, first, the nature of the subject, "Understanding Culture and Philosophy," which makes it possible to discuss the global cultural phenomenon, but it should be discussed in terms of philosophy. Second, it is not easy to work as a team on non-face-to-face online.

• Journal of Digital Convergence
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• v.19 no.5
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• pp.383-395
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• 2021

The purpose of this study is based on Pine and Gilmore's (1998) Experiential Economic Theory (4E's). This study mediates the perceived value of the experience factors (entertainment, aesthetic, deviant and educational experience) of Untact fashion and beauty performances. The impact on customer satisfaction was analyzed a total of 230 questionnaires were collected for visitors to the 15th Untact 'Asia Model Festival', which were successfully held in Seoul in 2020. The statistical analysis method used the SPSS 21.0 statistical program. As a result of the study, it was found that the experience factors had a significant effect on perceived value and customer satisfaction. In addition, perceived value was found to have a significant effect on customer satisfaction, and perceived value as a parameter was found to partially mediate the effect of experience factors on customer satisfaction. By studying the empirical analysis in this way, practical implications were presented and basic data that could be used for reference to related research were provided. However, future research should contribute to academic development through research on variables not covered in this research, and research on various untact performances should be continued.

• The Journal of the Convergence on Culture Technology
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• v.6 no.4
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• pp.157-164
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• 2020

In 2020, due to COVID-19, all universities in Korea were conducting non-face-to-face classes. The purpose of this study is to study what factors affect academic achievement under such non-face-to-face instruction, especially for engineering students where practical training is important. Validity of the statistical hypothesis defined in this study by applying a structural equation model using questionnaires about academic achievement for engineering students at University D for this study. In addition, I would like to suggest what factors should be considered in non-face-to-face classes, especially in engineering colleges. As a result of the study, it was found that students' Q&A, feedback and e-learning system had a direct influence on academic achievement. In addition, it was confirmed that they had an indirect influence on academic achievement through the parameters of theory class and practical class.

• The Journal of the Convergence on Culture Technology
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• v.8 no.2
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• pp.281-289
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• 2022

Our society is rapidly changing with the core technology of the 4th industrial revolution, the emergence of a generation with new characteristics, and the untact era following the With Corona policy. Although the transition to untact is accelerating in the field of performing arts, in the case of opera, face-to-face performances are mainly conducted by experts and enthusiasts through on-site performances. Therefore, it is necessary to consider the uncertainty of creating opportunities through the influx of new customers such as the MZ generation and the departure of existing experts and enthusiasts. In this study, in order to examine these existing problems, we conducted literature review and case analysis, compared the opera face-to-face/non-face-to-face performance characteristics, derived an activation plan, and conducted expert interviews to secure the coherence and validity of the plan. In conclusion, we thought that it was difficult to improve the sound and sound quality, impairing the sense of presence and emotion due to many shortcomings when operating non-face-to-face as a music genre with the characteristics of opera. Therefore, we established the direction of activating the opera mainly face-to-face, but making good use of the advantages of non-face-to-face, which is not limited by region and time, and promoting the direction of activating face-to-face and non-face-to-face performances complementary to each other through the concept of cultural enjoyment.