• The Journal of the Korea Contents Association
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• v.21 no.4
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• pp.14-25
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• 2021

The purpose of this study is to explore what are the interactive factors of synchronous online education in university and identify the level of interaction. This study used mixed research method. As a result of the interaction level, it was recognized that face-to-face education could be more interactive than synchronous online education. Synchronous online education could have better interactive between instructor and learner, and among learners than asynchronous online education. Factors which influencing the interaction were as follows: small group activities and scaffolding, diversification of communication channels and integration of learner's question in learning content. Detrimental elements were distance felt between instructor and learners, low intimacy among learners, content-focused lecture, restrictions on non-verbal communication, unstable systems and misusing microphones. The necessary factors to promote interaction are planning interactive class activities, etc. Based on the results, it was to suggest what kinds of efforts are needed to make interaction more effective in terms of teaching and learning method & activity, tool & system, and environment.

• Proceedings of the Korean Society for Bioinformatics Conference
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• 2005.09a
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• pp.243-248
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• 2005

도메인 조합에 기반한 단백질 상호작용 예측 기법은 효모와 같은 특정 종에 대하여 우수한예측 정확도를 보이는 것으로 알려졌으나, 인간과 같은 고등 생명체의 단백질에 대한 상호작용 예측을 수행하기 위하여는 여러종에 대한 기법의 적절성검증과 최적의 학습집단 구성 방안에 대한 연구가 선행되어야 한다. 본 논문에서는, 초파리 단백질을 이용한 예측 정확도 검증으로 도메인 조합 기법의 일반화 가능성을 타진 하고 이종간의 상호작용 예측실험 및 정확도 검증을 통하여 비교적 연구가 덜 되어진 종의 단백질 상호작용 예측을 위한 학습집단 구성 방법에 대하여 기술한다. 초파리 실험에서는 10351개의 상호작용이 있는 단백질 쌍 가운데, 80%와 20%를 각각 학습집단 및 실험집단으로 사용하였으며, 상호작용이 없는단백질 쌍의 학습집단은 1배에서 5배까지 변화시키면서 예측 정확도를 관찰하였다. 이 결과77.58%의 민감도와 92.61%의 특이도를 확인하였다. 이종간의 상호작용 예측 실험은 효모, 초파리, 효모, 초파리에 해당하는 학습집단 각각을 바탕으로 Human, Mouse, E. coli, C. elegans 등의 단백질 상호작용 예측을 수행하였다. 실험 곁과 학습집단의 도메인이 실험집단의 도메인과 많이 겹칠수록 높은 정확도를 보여주었으며, 도메인 집단간의 유사도를 나타내기 위해 고안한 Domain Overlapping Rate(DOR) 는 상호작용 예측 정확도의 중요한 요소임을 찾아내었다.

• 한국지구과학회:학술대회논문집
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• 2010.04a
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• pp.25-25
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• 2010

본 연구는 에너지와 물질 순환을 주제로 한 대학생들의 집단적 과제 수행 상황에서 구성원들의 상호작용 기능과 요소에 따른 역할 분배의 양상을 밝히고자 하였다. 집단 내 구성원에게 개별적인 역할이 주어져 있지 않은 상태에서 과제가 부여되었을 때, 집단 내에서 자연스럽게 형성되는 역할의 종류를 상호작용 기능과 양상에 따라 유형화해보았다. 연구 참여자는 9명의 환경 교육 전공 대학생으로, 2008년 11월에 열린 한중일 환경교육 캠프에 참여한 한국 학생들이다. 캠프 활동 중 하나로 충남 홍성 문당리 환경농업마을의 에너지와 물질 순환에 대해 토의하고 그 결과를 그림으로 표현하여 발표하는 활동이 있었는데, 본 연구에서는 발표를 위해 준비하는 과정을 연구 맥락으로 하였다. 그리고 약 2시간에 걸친 과제 수행 과정을 촬영 후 전사하여 연구 자료로 삼았다. 관련 선행 연구 고찰과 연구 자료에의 적용 및 수정을 통해 상호작용 기능과 요소를 코딩하기 위한 분석틀을 마련하였으며, 문제가 제기되고 그 문제에 대한 합의가 이루어지는 대화를 분석의 단위로 정하였다. 대화 단위별로 구성원 간 말차례가 오고간 모습을 화살표로 도식화하여 대화 패턴을 분류하였으며, 대화를 말차례별로 상호작용 기능과 요소에 따라 코딩화하였다. 화살표로 도식화된 대화 패턴과 상호작용 코딩 결과에 따라 집단 내에서 자발적으로 형성되는 구성원의 역할을 분류하고 명명하였다. 이렇게 집단적 과제 수행 상황에서 학생들에 의해 자생되는 역할을 상호작용의 관점에서 유형화해봄으로써 협동 학습이나 토의 활동 등 집단적 상호작용을 통한 과제 수행에 있어서 학생이나 교사의 역할에 대해 시사점을 줄 수 있을 것이다.

• Journal of The Korean Association For Science Education
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• v.40 no.2
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• pp.191-201
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• 2020

This study investigated verbal and physical interactions which appeared in collaborative science concept learning using augmented reality. Twelve 10th grade students participated in this study. After being organized into three four-member small groups, they participated in classes using smart device-based augmented reality application developed for the understanding of the chemical bonding concept. Their class activities were audio- and video-taped. Semi-structured interviews were also conducted. The results revealed that within individual statement units of verbal interaction, the proportions of information question/explanation and direction question/explanation were found to be high. Within interaction units, the proportions of reformative and cumulative interaction were relatively high. The proportions of progress were also found to be high within both individual statement units and interaction units of verbal interaction. Students' physical interactions were mainly conducted without meaningful verbal interactions. When their physical interactions were accompanied by knowledge construction-related verbal interactions, the proportions of gazing virtual objects and worksheet-related interactions were high. In contrast, various exploratory activities related to the manipulation of markers mainly appeared when they conducted physical interactions only, or when their physical interactions were accompanied by management-related verbal interactions. On the bases of the results, effective methods for collaborative concept learning using augmented reality in science education are discussed.

• Korean Journal of Child Education & Care
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• v.17 no.2
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• pp.99-114
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• 2017

This study investigated the affects of Parent-child interaction, peer interaction and teacher-child interaction on kindergartners' social competence, language and literacy Ability. Participants were 1203 children attending panel study on Korean children. It used the 'Social Competence Inventory', 'SECCYD', 'HEQ', 'PIPPS' and the 'Teacher-Child Relation Scale' in collection of data. Collected data were analyzed through the SPSS 18.0 program and pearson's correlation and step-wise multi regression analysis. Findings are as follows. First, there were positive correlations between children's social competence and parent-child interaction, peer interaction and teacher-child interaction. Second, there were positive correlations between children's language and literacy ability and peer interaction and teacher-child interaction. Third, Parent-child interaction, peer interaction were predictable variable affecting the young children's social competence. Fourth, peer interaction and teacher-child interaction were found to be predictable variables affecting the young children's language and literacy ability.

• Proceedings of the KAIS Fall Conference
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• 2010.11b
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• pp.579-582
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• 2010

본 논문은 기존의 상호 작용 UCC 제작에서 한 단계 더 나아가 상호작용 UCC를 스마트폰에 적용하는 방법을 연구하는 논문입니다. 상호작용 UCC라 함은 기존의 일반 UCC에서 벗어나 사용자의 조작과 체험이 가능하도록 제작한 UCC를 말하는데 이러한 상호작용 UCC를 스마트폰에 적용해보려고 합니다. 최근 스마트폰은 전 세계인의 주목을 받고 있습니다. 기존 핸드폰의 전화기능에서부터 시작하여 음악, 동영상 재생 등 기능을 비롯하여 웹서핑, 지도 등 다양한 기능을 통해 우리들에게 편리함을 안겨주고 있습니다. 하지만 사용자들과 함께 상호작용을 고려한 상호작용 UCC와 스마트폰과 관련되어진 연구는 거의 존재하지 않습니다. 상호작용 UCC의 장점과 스마트폰의 기능을 융합한다면 훌륭한 효과를 낼 수 있다고 생각합니다. 본 연구팀에서 제작하려는 스마트폰 기반의 상호작용 UCC는 사용자들과 함께 의사소통 하고, 제공자 기반에서 존재하는 UCC의 결함을 해결하기 위해 실증적인 요소가 가미된 새로운 형태의 UCC입니다. 이를 통해 제작자가 자신이 전달하고자 하는 바를 보다 더 효과적으로 전달할 수 있도록 하는 방법을 제시하려 합니다.

• 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.

• Journal of KIISE:Computer Systems and Theory
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• v.36 no.2
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• pp.60-67
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• 2009

Analyzing protein-protein interactions(PPI) is an important task in bioinformatics as it can help in new drugs' discovery process. However, due to vast amount of PPI data and their complexity, efficient visualization of the data is still remained as a challenging problem. We have developed efficient and effective visualization system that integrates Gene Ontology(GO) and PPI network to provide better insights to scientists. To provide efficient data visualization, we have employed dynamic interactive graph drawing methods and context-based browsing strategy. In addition, quick and flexible cross-reference system between GO and PPI; LCA(Least Common Ancestor) finding for GO; and etc are supported as special features. In terms of interface, our visualization system provides two separate graphical windows side-by-side for GO graphs and PPI network, and also provides cross-reference functions between them.

• Journal of Internet Computing and Services
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• v.18 no.1
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• pp.131-141
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• 2017

This paper analyzed class satisfaction and perceived learning achievement to the interaction type on e-learning in university. To achieve the study's objective, one course with and another course without learner-instructor interactions were selected. A total of184 student-respondents completed the questionnaire. Accordingly, more learner-content and learning-system interactions were noted in the course with learner-instructor interactions. Moreover, a correlation was observed between interaction, class satisfaction, and learning achievement. Learner-instructor interactions indicated the highest effect on both educational satisfaction and perceived learning achievement, followed by learner-system interactions on class satisfaction, and by learner-instructor interactions on learning achievement. Recommendations were then formulated based on the foregoing findings. First, workshops or training focusing on content development and on how to present the course should be provided to the instructors. Second, learner-instructor interactions should be activated in the course through various means. In this study, although learner-learner interactions was not given focus, future studied should delve into how learner-learner interaction should be activated and considered.

• Journal of Korea Multimedia Society
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• v.1 no.2
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• pp.215-223
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• 1998

This paper introduces the method for a design and implementation of an integrated virtual education system WebClass which is based on the World Wide Web and maximizes the interaction among users. Existing virtual education systems did not provide a flexible integration of their functions as they included various interaction functions without user interaction models. We designed an user interaction model for supporting various instructional model and implemented user interfaces of WebClass based on the interaction model. Thus we developed an intergrated virtual education system that is based on user interaction model instead of amalgam of various interaction functions. WebClass support both synchronous and asynchronous sharing functions for user interactions. Our goal was to support and efficient virtual education by maximizing user interaction.