• The Journal of the Korea Contents Association
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• v.10 no.5
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• pp.152-164
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• 2010

Interactive space became one of the major design paradigms. For elevating the interactive effect, we need user-centered design methodology which uses the influential factors on the interactivity. This research is the first one of three linked- studies and categorizes the three main factors on the interactivity-Interface /Intersubject/Interaction. 'Interface' is the field for the interactivity. It will be the main subject for the second study. 'Intersubject' is the performer for the interactivity. Its specific attributes are analyzed in terms of user's needs for interactivity and six subdivisions are analyzed-functional & artistic need /external & subconscious need/info-communication & sympathy need. 'Interaction' is the performance for the interactivity. Its specific attributes are discussed in terms of behavioral interactive process and again sixsub-steps are analyzed-junction/immersion/ mental model/action/transformation/neo-experience.

• Information Systems Review
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• v.19 no.1
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• pp.101-121
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• 2017

This study explored the emotional and social implications of social media "like" behavior and examined the difference in this behavior across gender. Most studies on social media have analyzed the "like" behavior quantitatively and determined the number of "likes" produced and exchanged. The current study presented a different view by applying a social perspective and analyzing the user intrinsic motives embedded in the "like" behavior. Specifically, we identified empathy and social support as the "like" motivations and used relationship building and information sharing as the mediators. Furthermore, we hypothesized that empathy and social support exhibit different effects on the use of social media across gender: the female group shows strong empathy, and the male group shows strong social support. Validation was performed through a survey of 285 social media users. The results confirmed that empathy and social support have significant effects on the use of social media. However, gender difference in the use of social media was not evident and was only partially evident in the effects of empathy and social support.

• Smart Media Journal
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• v.13 no.4
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• pp.114-123
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• 2024

This paper proposes AR stone tower content, an experiential content based on wearable augmented reality (AR). Although wearable augmented reality is gaining attention, the acceptance of the technology is still focused on specialized applications such as industrial sites. On the other hand, the proposed AR stone tower content is based on the material of 'stone tower' so that general users can relate to it and easily participate in it, and it is organized to utilize space in a moving environment and find and stack stones based on natural hand gestures. The proposed AR stone tower content was implemented in the HoloLens 2 environment and evaluated by general users through a pilot exhibition in a small art museum. The evaluation results showed that the overall satisfaction with the content averaged 3.85, and the content appropriateness for the stone tower material was very high at 4.15. In particular, users were highly satisfied with content comprehension and sound, but somewhat less satisfied with object recognition, body adaptation, and object control. The above user evaluations confirm the resonance and positive response to the material, but also highlight the difficulties of the average user in experiencing and interacting with the wearable AR environment.

• Journal of Service Research and Studies
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• v.5 no.2
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• pp.133-147
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• 2015

The purpose of this study was to suggest and prove that service design is not in the dimension of a simply new design methodology, but in the design paradigm change from conventional tangible and visual view of design to the intangible service of design. Based on a variety of literature research, this study defined service design, found its characteristics, and proved its differences from conventional design approaches and thoughts. To do that, this study looked into service design theories, processes, and methodologies, defined quality factor and availability of service design, and user satisfaction, and setup hypotheses to prove them. This study conducted a questionnaire survey with service design firms, service designers, and their customers. The questionnaire data were applied to structural equation to analyze the hypotheses. According to the analysis, reliability, tangibility, assurance, and empathy of the quality factors of service design were accepted, but responsiveness of the factors was rejected. It was found that quality factors positively influenced availability and ended up positively affecting user satisfaction. The quantitative research results will made some suggestions to service design firms and designers in the paradigm change to service-centric design, and will show the importance of understanding the essence of service in terms of design methodology.

• Journal of The Korean Association For Science Education
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• v.34 no.2
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• pp.93-105
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• 2014

Group creativity has recently been heightened as a core competence in the 21st century. Therefore, there is a need for introduction of concepts on design thinking emphasizing the collaboration and empathy to science education as an effective method for fostering group creativity. Understanding design thinking for effective introduction should be preceded, so we explore the characterizations of design thinking through the generic model overlay method, focus group interview, and critical incident technique analysis. The results reveal 4 cluster units of competency and 15 core competencies. The collaboration cluster consists of 5 competencies and they are as follows: organization of the team, communication, self-control, persuasiveness, and initiative competency. The integrative thinking cluster consists of 3 competencies and they are as follows: analytical, strategic, and intuitive thinking competency. The human-centeredness cluster consists of 3 competencies and they are as follows: user-orientation, relationship building, and interpersonal understanding competency. The multidisciplinary cluster consists of 4 competencies and they are as follows: achievement orientation, information seeking, curiosity, and flexibility competency. Findings are expected to provide the basic data for developing programs and establishing strategies in order to foster group creativity as well as introducing design thinking to science education effectively.