• 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.

• Korean Journal of Childcare and Education
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• v.8 no.6
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• pp.301-322
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• 2012

The purpose of this study is to provide the basic data which can effectively improve young children's peer interaction behavior. For this purpose, this study examined the differences in the peer interactions of 4-year-old or 5-year-old children according to gender and age, and relationship among young children's temperament and emotion regulation, mother's emotional expressiveness, and teacher-child relationships, and then analyzed the relative influence of these variables on peer interaction behavior. The results are as follows. It appeared that boys' positive peer interaction is higher than girls'. Boys' negative peer interaction also is higher than girls'. In addition, the positive peer interaction of 5-year-old children is higher than that of 4-year-old children. As a result of examining the relative influence on peer interactions, children's emotion regulation ability is the most influential variable.

• 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.

• The Journal of the Korea Contents Association
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• v.8 no.6
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• pp.74-81
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• 2008

Protein interaction network contains a small number of highly connected protein, denoted hub and many destitutely connected proteins. Recently, several studies described that a hub protein is more likely to be essential than a non-hub protein. This phenomenon called as a centrality-lethality rule. This nile is widely credited to exhibit the importance of hub proteins in the complex network and the significance of network architecture as well. To confirm whether the rule is accurate, we Investigated all protein interaction DBs of yeast in the public sites such as Uetz, Ito, MIPS, DIP, SGB, and BioGRID. Interestingly, the protein network shows that the rule is correct in lower scale DBs (e.g., Uetz, Ito, and DIP) but is not correct in higher scale DBs (e.g., SGD and BioGRID). We are now analyzing the features of networks obtained from the SGD and BioGRD and comparing those of network from the DIP.

• 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.

• Journal of KIISE
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• v.43 no.6
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• pp.645-652
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• 2016

Joint Attention (JA) has been known to play a key role in human social learning. However, relative impact of different interaction types has yet to be rigorously examined because of limitation of existing methodologies to simulate human-to-human interaction. In the present study, we designed a new JA paradigm with emulating human-avatar interaction and virtual reality technologies, and tested the paradigm in two experiments with healthy adults. Our results indicated that initiating JA (IJA) condition was more effective than responding JA (RJA) condition for social learning in both head and hand interactions. Moreover, the hand interaction involved better information processing than the head interaction. The implication of the results, the validity of the new paradigm, and limitations of this study were discussed.

• Journal of the Korean Geographical Society
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• v.46 no.2
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• pp.197-211
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• 2011

Due to the complexity of spatial interaction and the necessity of spatial representation and modeling, aggregation of spatial interaction data is indispensible. Given this, the purpose of this paper is to evaluate the effects of modifiable areal unit problem (MAUP) on a spatial interaction model. Four aggregation schemes are utilized at eight different scales: 1) randomly select seeds of district and then allocate basic spatial units to them, 2) minimize the sum of population weighted distance within a district, 3) maximize the proportion of flow within a district, and 4) minimize the proportion of flow within a district. A simple Poisson regression model with origin and destination constraints is utilized. Analysis results demonstrate that spatial characteristics of residuals, parameter values, and goodness-of-fit of the model were influenced by aggregation scale and schemes. Overall, the model responded more sensitively to aggregation scale than aggregation schemes and the scale effect on the model was varied according to aggregation schemes.

• Journal of the Korean Chemical Society
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• v.66 no.1
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• pp.15-30
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• 2022

The purpose of this study was to examine interactions among components of pedagogical content knowledge of middle school science teachers in a teacher learning community targeting science practice-based instruction. Data collection consisted of pre and post questionnaire and interview with each of five science teachers, audio-recording of teacher discussion in a teacher learning community, lesson plans, teacher written reflection, and video-recording of teaching practice. Qualitative data analysis revealed that there were two types of interactions, i.e., one-way interaction and two-ways interaction among components of pedagogical content knowledge of science teachers in a teacher learning community. There were also consecutive interactions as well as one-shot interaction. For two-ways interaction there were synchronous two-ways interaction in a teacher learning community meeting as well as consecutive two-ways interaction along with several meetings. This study provides implications that collaborative learning context in a teacher learning community should stimulate various types interactions among components of pedagogical content knowledge.

• KIPS Transactions on Software and Data Engineering
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• v.11 no.2
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• pp.101-106
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• 2022

Recently, virtual human has been widely used in various fields such as education, training, information guide. In addition, it is expected to be applied to services that interact with remote users in metaverse. In this paper, we propose a novel method to make a virtual human' interaction to perceive the user's surroundings. We use the editing authoring tool to apply user's interaction for providing the virtual human's response. The virtual human can recognize users' situations based on fuzzy, present optimal response to users. With our interaction method by context awareness to address our paper, the virtual human can provide interaction suitable for the surrounding environment based on automatic adaptation.

• Proceedings of the Computational Structural Engineering Institute Conference
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• 2009.04a
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• pp.59-62
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• 2009

유체-고체 상호작용(FSI)은 산업전반에서 꼭 필요한 분야이면서도 쉽게 접근하기가 어려운 전산역학 분야의 난제 중 하나이다. 유체-고체 상호작용의 전산해석에서 유체와 고체 사이의 불일치 격자망을 어떻게 처리하는가는 매우 어렵고 민감한 부분이 된다. 운동학적 연속성과 계면을 따른 응력의 평형을 추적하기 위해 유체와 고체의 계면에서는 각각의 영역에서 해석된 물리량들을 다른 영역으로 정확히 전달해야 하는데 대부분의 유체-고체 상호작용의 문제들은 불일치 격자를 가지고 있기 때문에 불일치 격자망을 효과적으로 처리하는 수단이 필요하다. 그래서 넓은 분야에 걸쳐 적용 가능한 유체 고체 상호작용 문제에 대한 효과적인 해석방법의 제안이 큰 의미를 갖는다고 생각한다. 따라서 본 연구에서는 유체-고체 계면의 운동을 이동최소제곱 기반의 변절점 요소를 사용하여 모사함으로써 2차원 유체-고체의 상호작용(FSI)을 위한 새로운 접근방법을 제시하였다.