• Communications of Mathematical Education
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• v.18 no.2 s.19
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• pp.359-370
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• 2004

제7차 교육과정에서 중요하게 여기는 자기주도적 학습을 이루기 위한 첫 걸음은 동기유발에 있다고 할 수 있다. 또한 지식기반 정보화 사회에서의 주된 화두는 창의력의 증진에 있다. 이러한 관점에서, 본 논문은 칠교판을 활용하는 수업모형을 제시하여 기하영역의 학습에서 동기유발의 소재로 삼고 이를 통하여 창의력의 증진을 도모하였다.

• Information Systems Review
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• v.21 no.4
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• pp.197-220
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• 2019

This study aims to identify consumer motivations of open innovation project participation from digital transformation perspective. By extending a traditional intrinsic/extrinsic motivation framework, we propose a three-dimensional perspective of the self-driven, firm-driven, and sociality-driven motivations. This reveals the significance of the social effects of open innovation projects as an example of digital transformation by categorizing the motivations based on the 'influencer' of the motivation building and by highlighting the importance of sociality as an influencer. As a result, self-efficacy is identified as a key motivation when the influencer exists internally. Economic incentive and firm reputation are identified when the influencer exists externally. Finally, competition, peer evaluation and social contributions are identified when the influencer exists socially. The role of knowledge type sought through innovation projects is further introduced to explain its moderating effects on motivations. The study is validated in two steps. First, we investigate four cases of open innovation projects and examine what motivations are highlighted in each context. Second, we collect survey data from 203 online game users and ask them on their motivations. The results confirm most of our hypotheses and highlight the significance of sociality in the knowledge-seeking process in open innovation projects. This study largely contributes to digital transformation literature by extending the view of motivation and examining the moderating role of knowledge involved in the projects.

• Journal of the Korea Convergence Society
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• v.9 no.8
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• pp.331-341
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• 2018

The purpose of this study was to develop a learning motivation program and to test its effect to provide basic data to be used for freshmen who are going to enter nursing college and various educational strategies and policies for successful university life. In order to develop the program, the contents of the program were structured so as to improve the learning ability, self-directed ability, and social competence through the current research and literature review. As a result, motivation (F=3.45 p=.033), core competence (F=7.35 p=.001), time management (F=9.80 p<.001) and career attitude maturity (F=19.83 p<.001) were significantly increased before the program. This suggests that the composition of the learning motivation program includes various learning strategies unlike nursing and majors.

• The Journal of the Korea Contents Association
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• v.13 no.7
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• pp.522-530
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• 2013

This study was conducted to examine the effects of the "motivation semester" program, which was implemented for the freshmen at the K-university. The program, which was carried out for the first time among universities in Korea, was designed to help university freshmen with increasing academic motivation and adjusting university life. For four weeks, various programs such as self-leadership camp, major commitment programs, and career exploration were offered to all freshmen at the K-university. The study design was a pre-post comparison of academic motivation scores among four undergraduate departments freshmen, majoring social welfare, hospital management, radiological science, and optometry. The subjects of this study were 196 students. The T-test result, which was used to analyze the differences between pre- and post-program scores, was statistically significant(t=-2.523, P<.05). The study results showed that the "motivation semester" program significantly enhanced the academic motivation of freshmen. It was encouraged to develop programs for university freshmen to improve academic motivation in their major areas.

• Korean Journal of Construction Engineering and Management
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• v.14 no.3
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• pp.97-106
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• 2013

The construction industry is now facing a new challenge of green construction. Based on a research question of "what motivates contractors to pursue green construction", the objective of this study is to identify and discuss key characteristics and implications of green construction motivators among major contractors. The Political Economy Approach was adpoted as a main research methodology. The study demonstrated that major contractors show a high level of expectation in the future of green construction and consider economic factors as higher motivators while paying attention to social trends towards green construction. In particular, internal economic motivators were highly considered and the commitment of senior management was viewed as a key motivator.

• Proceedings of the Korean Society of Computer Information Conference
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• 2021.01a
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• pp.123-124
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• 2021

본 연구의 목적은 SWP강화를 위한 교수법 개선 및 적용을 통해 교수자들 스스로 수업방식을 채택해보고 가지고 있는 경험과 노하우를 공유해 학습자 특성에 맞는 사회복지현장 실무형 수업방법을 적용하고 개선 방안을 모색하고자 하였다. 연구결과 첫째, 학습자 동기유발 적용 방안으로 복지현장의 유형별 사업 진행 모습 시청(유튜브 동영상), 사회복지현장의 실무자 초대 또는 인터뷰 영상, 복지현장에 진출한 선배와의 만남 등이 필요하다. 둘째, 학습자 참여 방안으로 복지현장에서 진행하는 행사 참여, 복지기관 홈페이지 또는 유튜브에 댓글(선플) 달기, 복지현장 탐방 또는 실무자와의 인터뷰 영상을 편집하여 제출하는 노력이 필요하다. 셋째, 상호작용 적용 방안으로 수업에 앞서 사회복지현장의 이야기를 다룬 기사, 에세이, 사진 등에 대한 소감으로 소통하는 방법과 SNS 토론(e-campus, 카카오톡 등)을 통해 복지현장에서 중요하게 다루어지는 이슈에 대한 토론 등 적용 방안이 필요하다.

• Korean Journal of Child Studies
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• v.14 no.2
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• pp.137-147
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• 1993

감정이입은 친사회적 행동의 잠재적 동기요인으로서 발달심리학자들 (e.g., Feshbach, 1978 ; Hoffman, 1975)로부터 지대한 관심을 받아왔다. 어려움에 처한 다른 사람에 대해 감정이입적으로 자극된 사람은 상호 체험하는 심적 고통(distress)으로부터 벗어난다는 기대에 의해서, 또는 지원적 행위 후에 대리체험할 수 있는 긍정적인 감정에 대한 기대에 의해서, 그 사람을 지원하도록 동기유발 되어질 수 있다(Barnett & Thompson, 1985; Hoffman, 1975). 감정이입과 친사회적 행동 사이의 긍정적 관계에 대한 충분한 이론적 근거에도 불구하고, 그 관련성을 실증하는데 실패한 많은 연구들에서 나타난 개념적, 방법론적 문제들이 본 논문에서 분석되었다. 성인의 감정이입과 친사회적 행동과의 관계에 대한 연구들은 상당히 일관된 긍정적 결과를 제시해온 반면, 아동들, 특히 어린 유아들을 대상으로 한 경우, 명백하거나 쉽게 해석할 수 있는 패턴의 관련성이 확립되지 못했다. 이러한 종전 연구에서의 문제점은 감정이입에 대한 개념적 논쟁 및 측정방법의 어려움에 기인할 수 있다. 감정이입과 친사회적 행동 사이의 실험적인 관련성의 강도는 이 변인들을 측정하기 위해 사용된 방법들의 특성과 제한성에 다분히 의존하는 것으로 보인다. 친사회적 반응에 영향을 미치는 것으로 가정되어지는 다양한 상황적, 동기적 요소들을 감안하여, 유아의 감정이입 능력이 구체적인 사회적 상황에서 작용되는 과정이 보다 면밀하게 연구되어져야 한다.

• Proceedings of the Korea Society of Design Studies Conference
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• 1999.05a
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• pp.18-19
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• 1999

우리나라는 그동안 세계가 놀랄만큼 빠른 경제발전을 이룩하였는데 그렇게 된데에는 무엇보다도 교육을 통해서 싸고 질좋은 노동력을 확보할 수 있었기 때문이라고 보아진다. 그런데 다가오는 21C의 변화는 인류사회의 관심이 산업 사회적특징에서 정보 사회적특징으로 전환되고, 가치관과 지식관도 근대 사회적 기준에서 초근대 사회적 기준으로 바뀌면서 새로운 전환기를 맞이하는 디자인 교육에도 많은 영향을 주고 있다.(중략)

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.6
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• pp.300-307
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• 2016

The development of computer-based information technology has led to the quantitative and qualitative growth of social media which have two sides; a positive one such as the generation and sharing of information and a negative one which includes cyber plagiarism and cyber bullying. This study seeks to understand which factors can lead to cyber plagiarism, which is the most prevalent form of unethical cyber behavior. We expected that the intrinsic and extrinsic motivations for using social media would have different effects on unethical cyber intention and that this relation between motivation and cyber unethical behavior would be moderated by the subjective norm. In order to obtain a better understanding of the relationships among the individual motivation, unethical cyber intention, and cyber plagiarism, information was obtained from 564 social media users. The respondents provided details of their experiences and attitudes regarding social media usage behavior and unethical cyber behavior. The results confirmed that extrinsic motivation significantly increases unethical intention and further leads to high levels of cyber plagiarism. The subjective norm plays a moderating role in the relationships between extrinsic motivation and unethical cyber intention. Based on the results, the theoretical and practical implications of the research findings are discussed, and recommendations for future research are provided.

• Journal of Digital Convergence
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• v.19 no.6
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• pp.29-38
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• 2021

The social studies, mathematics, and science textbooks of the elementary curriculum will begin to be authorized from 2022. This study explores the effect of textbooks based on a gamification motivation strategy on learner interest. For this purpose, this study analyzes whether the systematic application of the gamification motivation strategy to elementary studies textbooks, which will be authorized from 2022, can develop this textbook into a "learner-centered curriculum book that induces interest." More specifically, this study applied Kumsung Publishing's experimental social studies textbooks in class and conducted a questionnaire among 121 third graders to verify the effectiveness of the textbooks. The results show that studies textbooks based on a gamification motivation strategy greatly influence increased learner interest in the classroom. The textbooks also represent a positive influence in learner understanding, interest, and curiosity regarding the class content and assistance. Demonstrating that gamification motivation strategy is worthwhile to actively apply in future textbook development for the enhancement of learners' interests, this study is significant in that it has presented a meaningful textbook development model.