• Proceedings of the Korea Information Processing Society Conference
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• 2010.04a
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• pp.538-541
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• 2010

본 연구에서는 현재 시중에 판매되고 있는 네 가지 휴대용 음원재생기를 자극물로 사용하여 제품 속성에 있어서의 차이가 사용자 경험의 여러 요소에 영향을 주는지 여부(가설 1)와 사용자의 정서적 반응이 사용자가 인식한 제품 특성에 의해 영향을 받는지(가설 2) 그리고 제품에 대한 전체적인 판단이 사용자가 인식한 제품 특성과 감성적 반응에 따라 달라지는지(가설 3) 실험을 통해 조사하였다. 실험결과 기능적 특성과 유희적 특성에 대한 인식 정도는 실험 참가자가 사용한 제품에 따라 서로 다르게 나타났으며, 사용자의 정서적 반응과 전체적인 선호도 또한 평가 제품에 따라 서로 다르게 나타남으로서 제품 속성에 의해 영향을 받는 것으로 분석되었다. 이와 함께 사용자 경험을 구성하는 요소들 간의 상호관계도 테스트하였는데, 사용자의 정서적 반응이 주로 제품의 기능적 특성에 따라 달라지는 반면 사용자의 전체적인 판단은 제품의 기능적 특성과 유희적 특성 모두에 의해 영향을 받고 있는 것으로 나타났다. 또 분석결과에서 밝혀진 한 가지 흥미로운 사실은 사용자의 정서적 반응이 전체적인 판단에 아무런 역할도 하지 않는다는 점이다.

• Proceedings of the Korean Society for Emotion and Sensibility Conference
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• 2009.05a
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• pp.67-70
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• 2009

본 논문에서는 생리신호를 이용한 감성인식의 정확도를 높이기 위한 개인화 방안에 대해 연구하였다. 이전연구 결과인 TDP(Time Dependent Parameters)를 이용한 감성인식방법은 자율신경계 반응을 4 단계로 세분화하여 감성인식의 정확도를 높일 수 있었다. 하지만 평균 정확도는 향상된 반면 개인별로 정확도의 개인차가 발생하였다. 본 연구는 개인차를 줄이기 위해서, 개인의 반응에 따라 감성인식을 위한 룰베이스가 변화하는 적응적 TDP 알고리즘을 개발하였다. 시각자극을 이용한 감성유발 실험결과를 분석하여 감성인식 개인차가 감소하였는지 확인하였다. 실험은 4 명을 대상으로 하였으며 한 명당 24번의 시각 자극을 제시하여 96개의 데이터가 수집되었다. 데이터는 자율신경계 반응과 주관적 감성을 측정하였나 TDP 를 이용한 분석과 적응적 TDP 분석방법으로 감성을 인식한 결과를 비교한 결과 평균 정확도는 증가하지 않았지만 전반적인 정확도 수준은 상승하는 것을 확인하였다. 그러므로 적응적 TDP를 이용할 경우 개인차를 줄일 수 있다는 것을 확인하였다.

• Journal of Digital Convergence
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• v.15 no.11
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• pp.497-511
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• 2017

The purpose of this study was to explore players' perception and emotional reaction toward referee's judgment. The participants of this study were six players (three male and three female) in 2016 national team. The results of this study are as follows: First, the differences in referee judgement were dependant on referees' subjective view point, rapid judging capability, qualification and experience. Second, we found that the a referee's judgement less affected match's results. The countermeasures against the adverse referee judgment include excitement, appeal, flow interruption, thought conversion, and concentration. Third, there were many opinions that both the degree of influence of the referee's judgement and the countermeasures was such that athletes were "not affected". In conclusion, the major determinant of players' performance were game strategy and accuracy of skill although the referee's judgement affected player's emotional reaction both in positive and negative ways.

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.63-75
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• 2017

The purpose of this study is to explore the effect of responsive teaching on students' productive argumentation practice. The participating students predicted the results of an activity to measure in which location on the body (the head, spine, or back of the hand) they would feel a cellphone's vibrations faster. They then engaged in the activity and built an argument to justify it. We interviewed the teacher to understand her thoughts regarding what was expected in the class. We also recorded and transcribed the class and the interview, for use in the analysis of the students' epistemological framing and the teacher's responsive practice in small group argumentation. We discovered that the teacher intervened in the groups with questions that elicited students' thoughts as starting points for her responsive practice. Her eliciting questions led the students to talk about their ideas, supporting their engagement in the argumentation. The teacher's understanding of the argumentation lesson and her behavior to understand the students' ideas reflected her productive framing, which led her to elicit students' ideas and to support their active interaction during the small-group argumentation. She presented rebuttals against students' ideas, engaging in the argumentation as another participant, not as an evaluator. This supported the equality of intellectual authority in the group and showed students how to engage in the argumentation, supporting students' productive framing. As a result of these responsive teaching practices, the students shifted their epistemological framing, resulting in productive argumentation practice. The results of this study will contribute to developing teachers' responsive teaching strategies to support students' productive framing in science classrooms.

• Proceedings of the Korean Institute of Intelligent Systems Conference
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• 2005.04a
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• pp.353-356
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• 2005

감성이란 외부의 여러 가지 감각적인 자극에 대해 직관적이고 반사적으로 발생하는 반응이다. 감성에는 희로애락과 같은 다양한 감정이 포함된다. 감성은 개인과 환경의 영향을 받는 동시에 사회$\cdot$문화적인 영향에 의해 달라지는 종합적이고 복합적인 느낌이기 때문에 명확하게 표현하기 어렵다. 개인적인 차이는 있지만 인간의 감정은 다양한 행동이나 신체적 혹은 생리적인 반응으로 표출되기 때문에 이러한 다양한 반응을 이용해서 인간의 감정을 유추할 수 있다. 행동이나 신체적인 표현은 개인과 환경, 사회$\cdot$문화적인 영향에 따라 다양하게 나타나기 때문에 이를 정량화하기에는 힘든 부분이 있다. 반면 감정 상태에 따른 생리적인 반응은 여러 사람들에게서 공통적인 부분을 찾을 수가 있다. 본 논문에서는 감정에 따라 다양하게 나타나는 인간의 생리적인 반응 정토를 측정하고 이들의 공통점에 따라 생리적 반응을 통해 인간의 감정에 유추할 수 있는 공학적 모델을 제시하고자 한다.

• Journal of The Korean Association For Science Education
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• v.42 no.2
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• pp.227-238
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• 2022

One of the main roles of the science teacher is to help students become active agents in their learning of science. This study described how an elementary science teacher used students' emotional resources to conduct emotionally responsive teaching and what were the learning outcomes of this approach. The participants of the study included the teacher himself and his 6^th grade students, and emotionally responsive teaching was applied in the science unit of 'Various Living Things and Our Human Lives'. Multiple types of data, including the teacher's teaching logs, video recordings of the lessons in the unit, and interviews with the students, were collected. The data were analyzed qualitatively, and the results were described using a self-study method. The teacher took advantage of three kinds of students' emotional resources (i.e., character drawing, t-shirt design, and raps) to organize his emotionally responsive teaching. The learning outcome included the students' positive emotions and active participation in science lessons, their epistemic practices such as explorations and justifications of knowledge, and the students' reconstruction of knowledge in consideration of their everyday lives. It was suggested that emotionally responsive teaching can promote elementary school students' active participation in science learning, resulting in meaningful learning outcomes in emotional, cognitive, and conceptual aspects. Further studies should thus be conducted to understand the characteristics of emotionally responsive teaching and its detailed teaching strategies.

• Journal of Digital Convergence
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• v.19 no.5
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• pp.433-442
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• 2021

The present study explored the moderating roles of perceived responsiveness of SNS friends and self-esteem in the relationship between SNS use and perceived social support among college students. Using a panel owned by a research firm, a nationwide online survey was conducted (females N = 264, males N = 239). The results of regression analysis suggested that there is no significant main effect of SNS use but a significant main effect of perceived responsiveness of SNS friends. In addition, a three-way interaction effect was found among perceived responsiveness of SNS friends, SNS use, and self-esteem. This study contributes to elaboration of the extant research as well as providing practical implications to SNS-based intervention programs for college students' psychological well-being.

• The Journal of the Korea Contents Association
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• v.14 no.10
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• pp.87-100
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• 2014

The objective of this study is to explore audience perceptions of and responses to broadcasting deliberation and analyze their characteristics. The study employed factor and cluster analyses to categorize audience perceptions of broadcasting deliberation, resulting in the identification of six types of preferences: strict standards applied to positive deliberation etc. The results indicate that audiences, which can be categorized into three types, are more likely to prefer positive deliberation over broadcasting codes. The ratio of civil compliance to a minimum standard of positive deliberation is higher than ratios involving the other standards that were included in the study. The study applied a range of theories, such as cognitive dissonance, inconsistency of perception and response, and psychological reactance, to examine and distinguish audience perceptions and responses. The study's findings provide valuable information for researchers and interested organizations and can help to lay a cornerstone for systematically classifying audience perceptions and needs in the future.

• Proceedings of the Korean Institute of Intelligent Systems Conference
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• 2005.11a
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• pp.385-388
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• 2005

감성이란 외부의 자극에 대해 직관적이고 반사적으로 발생하는 저절로 반응하는 현상이다. 감성은 살아온 사회$\cdot$문화적 배경에 따라 흑은 현재 상태에 따라서 다르게 나타난다. 하지만 다소 개인적인 차이가 있을 수 있을지라도 개인이 속한 사회에 따라서 비슷한 상황 아래서는 비슷한 유형의 반응이 나타난다. 현재 감성 인식을 위해서 개인의 행동이나 신체적인 표현을 이용한 감성 인식 연구가 진행 중이다. 이러한 방법은 감성을 표현하는 방식에서 개인차가 커지면 효용성이 떨어질 수밖에 없다. 우리가 거짓말 탐지기를 사용하는 것처럼 본 논문에서는 감정에 따라 달라지는 개인의 생체 신호를 이용해서 감성 인식을 하고자 한다. 이를 위해서 감성에 따른 여러 가지 생체 신호를 추출하고 감성 인식을 위한 생체 신호의 특징점을 파악하고 패턴분류를 하고자 한다.

• The Journal of the Korea Contents Association
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• v.12 no.9
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• pp.380-388
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• 2012

One of the key factors for success in fostering web-service is the supply of user-generated contents(UGCs). Technological interactivity is an environmental factor which stimulates user-content interaction, and reflects the system's capability for supporting various interactions that are allowed by a medium. The present study uses a structural equation model to investigate the influence of three components of technological interactivity-user control, synchronicity, and responsiveness-on web-services' perceived content performance. The results show that web-services' user control and synchronicity exhibited a positive relationship with the perceived efficiency of content generation; further, perceived efficiency boosts perceptions of content quality, which means that the user control and synchronicity of a web-service also have an indirect effect on perceived content quality. Additionally, responsiveness has a positive effect on perceived content quality. These findings are important for marketers and operators seeking to make their web-service successful.