• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.660-670
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• 2002

The purposes of this study were to categorize the type of student-student interaction and analyze the pattern of group interaction by cognitive level in interactive science inquiry experiments. For this study, two homogeneous and two heterogeneous groups by cognitive level were selected. Social interactions during group discussions were audio/video taped. The types of student's interaction were classified as intellectual and emotional aspects. Intellectual aspects were consisted of asking question, response, making suggestion, receiving opinion and then further coded by interaction level. Emotional aspects were consisted of relevance to behavioral participation, relevance to students' feeling, reaction to opinion. Interaction frequency in the intellectual and emotional aspect between homogeneous and heterogeneous group were compared to analyze interaction pattern. The results of this study showed that in intellectual aspect the frequency and quality of interaction in homogeneous group was higher than that in heterogeneous group. In emotional aspect. homogeneous group more showed such negative attitude as lack of confidence and dissatisfaction than heterogeneous group, on the other hand showed acceptable mood to be able to accept or object to peer's opinion. Some educational implications were drawn.

• Journal of Korean Elementary Science Education
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• v.43 no.1
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• pp.1-17
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• 2024

This study sought to investigate the effects of cooperative learning emphasizing interactions on science-gifted elementary students' scientific creativity. Thirty-four science-gifted elementary students were divided into an experimental class and a comparison class to compare their creativity scores quantitatively. The experimental class participated in cooperative learning emphasizing interactions, and the comparison class participated in whole class interactions. For qualitative analysis, the small group discussions were audiotaped and transcribed. The results of the study are as follows. First, cooperative learning emphasizing interactions had a positive educational effect on usefulness, which is one of the essential elements of scientific creativity. Second, as the cooperative learning progressed, the interaction between the small group members improved qualitatively. Third, the factors hindering the effectiveness of cooperative learning included negative task-unrelated statements from some of the small group members and the following operational statements to correct them. Based on these results, this study proposed some suggestions for effective cooperative learning emphasizing interactions.

• Journal of Internet Computing and Services
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• v.19 no.4
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• pp.15-26
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• 2018

This study focused on the difference of the volume of sanitory pad issue and The aim of this study is to explore the relationship between the characteristics of SNS and the diffusion of issue in the process of crisis issue. SNS is categorized into communication diffusion, communication restriction,, diffusion, restriction base on the media interactivity and the user interactivity, In case of Twitter, media interactivity is low and user interactivity is low. In case of Youtube, media interactivity and user interactivity are all high. Crisiss issue is interactively diffused via Youtube compared to via Twitter. There was a negative public opinion in social media even if the government and the manufacturer said that there was no harm in the sanitary goods. In conclusion, this study highlights the importance of social media environment in the diffusion of information. The government prepared for the use of SNS in crisis because there was a negative opinion on the government and the manufacturer via SNS.

• 한국정보교육학회:학술대회논문집
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• 2005.08a
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• pp.21-28
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• 2005

앞으로 전개될 지식사회에서는 어느 한 개인의 기억속에 있는 지식이 아닌 사회 구성원 전체의 상호작용적인 지식이 의미있는 지식이 될 것이다. 항상 휴대하고 어디서나 인터넷과 통신이 가능한 모바일 기기은 구성원 간의 이러한 상호작용을 촉진하는 적합한 도구이다. 학생들에게 익숙하고 친밀한 모바일 기기의 특성을 살려 교육적으로 활용한다면 기존의 유선 인터넷이 가지고 있던 한계를 극복할 수 있을 것이다. 본 연구에서는 무선 정보기기의 교육매체로서의 특징을 분석하고 그것을 토대로 사회적 상호작용을 증진시킬 수 있는 m-learning 시스템을 설계하였다.

• Journal of Korean Home Economics Education Association
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• v.31 no.1
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• pp.39-58
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• 2019

The purpose of this study was to investigate the home economics pre-service teachers' verbal interactions during their teaching practicum. For this purpose, the class interactions of four pre-service teachers were recorded, and the data were analyzed using advanced Flanders' verbal interaction analysis. The major findings are as follows: First, the item with the highest proportion of occurrences consisted of the pre-service teachers' 'lectures', 'nonverbal conditions' and 'asks questions'. 'forms a positive learning atmosphere' and 'praises or encourages' exhibited fewer occurrences, and there was little 'giving direction', 'criticizing students or justifying authority'. Second, the instances of class interactions appeared in the form of 'asks questions-student talk response' or 'lecture-asks questions', and in the last class were 'ask questions-student talk initiation' and 'accepts or uses ideas of students'. Third, trends of verbal interactions tend to be generally indirect, and students' remarks have appeared acceptable and compassionate. Fourth, according to expert analysis, 'class management questions' and 'diffusion questions' have increased. Pre-service teachers can guide students through their learning activities, and students can expand their thinking through the teachers' questions. As these results demonstrate, self-study analyses of pre-service teachers and active support in field are needed.

• 한국HCI학회:학술대회논문집
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• 2007.02a
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• pp.1045-1050
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• 2007

단백질 상호작용 네트워크의 데이터의 양이 증가함에 따라 이를 보다 쉽게 분석하기 위해 고속으로 시각화 방법이 요구되고 있다. 본 논문은 방대한 단백질 상호작용 네트워크에서 물리적 관계도가 높은 단백질을 중심으로 다단계에 걸쳐 스프링-포스(spring force)레이아웃 기법을 적용하여 그래프를 시각화하는 방법을 제안한다. 본 논문에 따른 단백질 상호작용 네트워크에서 시각화하는 방법은 물리적 관계도가 높은 단백질을 선정하는 단계, 선정된 단백질을 기반으로 네트워크를 합병하는 단계 및 합병된 노드들을 확장하는 단계를 거쳐 시각화하는 것을 특징으로 한다. 이에 따라, 단백질 상호작용 네트워크를 균형 상태의 그래프로 표현하고 고속으로 시각화할 수 있다는 장점이 있다.

• Proceedings of the Korean Society of Broadcast Engineers Conference
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• 2014.11a
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• pp.167-170
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• 2014

이동 방송 환경에서 사용자가 특정 프로그램 또는 특정 서비스를 편리하게 수신할 수 있도록 하기 위해서는 고정 환경과 달리 적합한 사용자 상호작용이 고려되어야 한다. 본 논문에서는 디지털 라디오 환경에서 청취자에게 서비스를 편리하고 효과적으로 접근하고 수신할 수 있도록 하는 멀티모달 기반의 사용자 상호작용 기술에 대해서 소개하고자 한다. 이를 위해 디지털 라디오 환경 및 서비스 구조를 분석하고 이를 기반으로 사용자 상호작용이 필요한 사항을 도출하였다. 사용자 상호작용 엔진은 XML 마크업 언어를 기반으로 서비스, 프로그램 및 콘텐츠 수준의 상호작용이 가능하도록 구성하였다.

• Journal of Educational Research in Mathematics
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• v.14 no.3
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• pp.327-345
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• 2004

This study attempts to discuss holistic information in order to identify the characteristics of interactions using a graphing calculator. The use of a graphing calculator was divided into three stages: Visual, Analytical, and Self-regulated. The last stage can be called the Self-regulated instrument stage, because this last stage, the use of the calculator, is generally characterized as students actively controlling their ongoing efforts through self-regulating. The accomplishments of the operation can be divided into three levels: Immature, Maturing, and finally, Mature level. First, the characteristics of the Leading Statements were investigated to figure out who has the main role in cooperative learning. This study can support the previous study, which showed that computers could help improve the self-esteem of low-level students. Second, the point of transformation is referred to as the Turning Point. Several functions were observed in the Turning Point: student, instrument, and teacher. Third, when the students convert-sations reach a lull in class and then resume due to certain primary factors without the teachers intervention, this is a case of what is referred to as Structuralization. And last, in this study, the graphing calculator can be used as an auxiliary stimulus to help students control their stress and their attitudes, which in turn can also improve students social interaction.

• KIPS Transactions on Computer and Communication Systems
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• v.2 no.1
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• pp.27-34
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• 2013

IT has been receiving increasing attention for cloud computing services. However, despite a lot of attention, there are limitations of existing research on cloud computing services. There are researches respectively about the benefits and costs that would occur if you choose a cloud computing services. However, in real life, consumers should be considered about the benefits and costs at the same time if they choose and use a cloud computing service. Therefore, this study examines the interaction effect of benefits and costs on cloud computing service. The findings demonstrate that three independent variables(usefulness, social influence, and innovativeness) positively(+) affect the perceived value. However, showed the benefits and costs of interaction effects analysis, usefulness and innovation on the cost influence the perceived value in statistics. The interaction of the usefulness & cost shows negative(-) effect and the interaction of the innovativeness & cost has positve(+) effect on the perceived value. In conclusion, this study provide that consumers need to consider costs with benefits when they use a cloud computing service.

• The Journal of Korean Association of Computer Education
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• v.14 no.3
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• pp.63-72
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• 2011

Satisfactory e-learning experience of working part-time adult students is a truly dynamic and multidimensional process that reflects learning needs and abilities. Special attention is given to understanding the role of student-to-faculty interaction, student-to-student interaction, e-learning content and course structure, flow, periodic off-line class meetings and synchronous Q&A sessions. Survey questions were developed and distributed to adult graduate students. Some of them were asked to complete the questions with the most interesting subjects or classes in their mind, and others with the most difficult subjects in their mind. The structural model for each group was tested. The values of path coefficients corresponding to the group with the difficult subjects turn out to be higher for the following paths; a) interaction among professors and students and satisfaction, b) contents quality and flow, c) Q&A and interaction among professors and students, d) Q&A and interaction among students. For the other paths such as interaction among students and satisfaction, contents structure and flow, the coefficient values corresponding to the group with the interesting subjects are higher. Some implications for e-learning design were provided as well.