• Annual Conference of KIPS
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• 2017.04a
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• pp.1058-1059
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• 2017

현실의 물리적인 공간에서의 상호작용으로 얻은 경험을 가상현실에서 완전 몰입형 HMD를 착용한 사용자에게 동일하게 제공하기 위해서는 가상공간 내의 사물의 위치, 높이와 같은 거리감을 효율적으로 제공하는 것은 매우 중요하다. 본 연구에서는 사용자가 느끼는 실재와 가상 간 거리감 보정을 위한 제어 요소 도출을 위해 인체 데이터인 IPD, 키, 눈높이를 측정하여 실험에 반영한다. 실험 시 보다 높은 가상공간 상 거리감 인지를 위해 현실에서의 50cm, 100cm 거리감 인지 훈련을 수행한다. 실험자는 가상공간 상에서 85cm 거리에 위치한 판자를 시각적으로 가늠 후 인지한 만큼 이동하게 되고 그 거리를 측정한다. 측정된 데이터들을 바탕으로 한 분산 분석을 통해 각 데이터 간의 관계를 파악한다.

• Journal of Korea Game Society
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• v.21 no.3
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• pp.53-66
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• 2021

This study explored how the network structure in terms of social interactions among users via a mobile game has changed longitudinally. The main findings are summarized as follows. First, in-game events are likely to increase the social interactions of users. Second, some power users played key roles in the game users' network and tend to make a large sub-group for interacting among users. Third, it is suggested that the analysis of network structure among users can be a useful tool for monitoring which in-game events are effective and how they are mutually interconnected for collaboration.

• Korean Journal of Cognitive Science
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• v.17 no.1
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• pp.29-52
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• 2006

There has been a claim that Interaction between the cerebral hemispheres could reduce the effect interfering information (Weissman & Banich, 1999). We ran three experiments to show that between-hemisphere separation of target and distractor could be more effective for reducing interference than Interaction between the hemispheres. In experiment 1, a colored box and a rotor name were presented to a single or to separate hemispheres. In experiment 2 and 3, a colored circle (distractor) was presented along with a colored box and a color name which was always printed in black. In experiment 3, a peripheral cue was presented either to the target location(66.7%) or to the distractor location(33.3%) Immediately before the presentation of stimuli. In all experiments, the participants were asked to deride whether the moaning of the color matched the rotor of the box, Ignoring the printed rotor of the word(Exp. 1), or the color of the circle(Exp. 2 & 3). There were three renditions of distractor (congruent, incongruent, and neutral) and two conditions of matching (between- and within-hemisphere matching). If interhemispheric interaction were effective for interference reduction, there should be a decrease in the interference in the between-hemisphere compared to the within-hemisphere matching condition. The results showed that there was no difference in the interference between the two matching conditions in Exp 1. In Exp 2 and in the target-cue renditions of Exp. 3, the amount of interference in the between-hemisphere condition was greater than that in the within-hemisphere condition. These findings are consistent with what we have previously reported (Sohn et al., 1996, Sohn & Lee, 2003). However, when the distractor was precued in Exp. 3, the amount of interference did not differ between the two marching conditions. These results suggest that between-hemisphere separation of target and distractor can be more effective for reducing response interference than interhemispheric communication. It implies a possible role of an interhemispheric shielding mechanism (Merola & Liederman, 1985) to prevent the transfer of task-irrelevant, harmful information across the hemispheres.

• Journal of Gifted/Talented Education
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• v.20 no.3
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• pp.721-741
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• 2010

This study was to analyze verbal interactions between teachers and students after observations on teachers' questioning and feedback, students' response types and frequency analysis at middle-school class of average and gifted students. As for the verbal interaction between teachers and students of science class of general students, it was dominant for teachers to utilize questions for summarizing or guiding for textbook contents as they are. They were focused on immediate feedback in a restatement form. The students used simple responses like yes/no in general. The most high frequency of verbal interaction models expressed were in the order of cognitive-memory thinking question-short answer-immediate feedback. On the other hand, teachers of gifted students' science class threw divergent and evaluative thinking questions of open question, such as 'what's the reason?' or 'why is it?' Immediate feedback in explanatory form was mainly provided as well. The level of feedback delay was higher than general class and that of immediate feedback was lower than general class. The students preferred short words or a not-complicated sentence when they replied and their participation was more attentive and positive. Hence, The high frequency of verbal interaction models expressed were in order of cognitive-memory thinking questions－elaborative short answer－delayed feedback.

• The Journal of the Korea Contents Association
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• v.21 no.1
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• pp.292-310
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• 2021

The influence of COVID 19 has a direct impact on the education field. In the situation where non-face-to-face classes are inevitably required, interest in the learning satisfaction and intention to use real-time video conferencing is increasing. This study analyzed the effects of learner-teacher interaction, social presence, availability, self-efficacy and academic engagement as video conferencing characteristics and learner's characteristics on perceived usefulness, perceived ease of use, learning satisfaction and intention to use video conferencing. The results of this study showed that learner-teacher interaction, availability, and self-efficacy had a positive effect on perceived ease of use, and all variables except availability had a positive effect on perceived usefulness. Also, perceived usefulness and ease of use were factors that increased learning satisfaction and video conferencing use intention, and learning satisfaction was identified as variables that increased video conferencing use intention. This study has significance in that it provided various theoretical and practical implications for real-time video conferencing which will be used in many educational fields in the future through empirical analysis.

• The Journal of the Korea Contents Association
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• v.10 no.5
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• pp.185-201
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• 2010

Interactive space became one of the major design paradigms. For elevating the interactive effect in this, we need user-centered design methodology which uses the influential factors on the interactivity. As the second paper of three-linked studies for the interactivity in the interactive space, this research analyzed the interface factors' specific attributes for supporting behavioral participation. 'Interface' is one of three main factors on the interactivity(Intersubject/Interface/Interaction). Its role in the interactive space is to induce or support user's participations which bring the interactive changes into the designs. Qualitative case analysis was the main method and 30 cases were investigated. 'Individual analysis-Transitional description-Generalization' were the progressive steps for case analysis. As final results, 17 attributes for supporting behavioral participation were analyzed.

• 한국HCI학회:학술대회논문집
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• 2006.02a
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• pp.210-218
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• 2006

본 논문은 광주과학기술원(GIST)에서 개발하고 있는 전남지역 '운주사'의 천불천탑 설화를 근간으로 한 반응형 가상 문화 체험 시스템(Responsive Multimedia System for virtual storytelling)의 햅틱 변형 상호작용에 관한 것이다. 기존의 디지털 문화재 체험 시스템은 사실적인 체험을 제공하기 위해 시각 및 청각 기술 개발에 많은 연구 및 노력이 이루어져왔다. 그러나 최근 인간의 인지 체계의 중요 요소인 촉감 상호작용의 중요성이 증대 됨에 따라, 본 논문에서는 가상 문화재 체험을 위한 햅틱 변형 알고리즘 및 상호작용 시스템을 개발하여 가상 불상을 만져보고 그 표면을 변형시키게 함으로써 몰입감을 증대하고 재미를 주는 시스템을 제공하였다. 아울러 체험의 몰입감 증대를 위해 본 시스템은 시/청각과 더불어 청각 효과를 가미하여 체험 시 발생되는 주변 환경의 소리(새, 물, 바람소리)를 제공하고, 기존의 문화체험 시스템과의 차별성을 위해 3 차원 입력장치를 이용하여 체험자가 직접 가상 불상을 변형시키면서 체험자 고유의 작품을 만들어낼 수 있는 상호작용을 제공한다. 따라서 제안된 햅틱 변형 상호작용 시스템은 체험자의 능동적 참여 및 흥미 유발을 통하여 문화 유산에 대한 교육적 효과 및 관심 증대에 기여할 수 있을 것이라 여겨진다.

• Journal of The Korean Association For Science Education
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• v.29 no.4
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• pp.359-372
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• 2009

The purpose of this study was to develop the FPHER (problem finding, prediction & discussion, hands-on & experiment, explanation & arrangement, enrichment) instructional model emphasizing the social interactions, and as applied, characteristics of verbal interactions were examined overall and with each step. For this study, this model was applied to the students in 10th grade chemistry classes in a science high school, and their group verbal interactions were recorded and analyzed. The results of this study show that most verbal interactions were classified as on-task interactions in the FPHER instructional model, where suggestions were predominant to the acceptance of opinions. There were a few interactions in the F step, and there were many suggestions relating to the solutions and lacking in confidence in the P step. There were many suggestions relating to the process and orders in the H step. Also, there were many questions, some explanation and dissatisfaction, as well as a lack of confidence in the E step. There were many high-level interactions in the R step, and mainly interactions with worksheets showing high-level problem-solving abilities. More in-depth research is needed to develop the teaching strategies that can activate student-to-student interaction and student-teacher interaction with regard to instructions, enhancing thought as counter-argument, justification or sophistication, based on the instructional model in this study.

• Journal of The Korean Association For Science Education
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• v.24 no.2
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• pp.408-415
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• 2004

The purpose of this study is to investigate the effect of the delayed resolution of cognitive conflict on middle school students' conceptual change in learning the concept of the action and reaction with cognitive conflict strategy. The subjects were divided into 3 groups according to the time in which teacher tried to resolve cognitive conflict: instant resolution group, 2-day delay resolution group, and 7-day delay resolution group. Pretest, just before test, posttest, and delayed posttest were examined to measure the degree of conceptual change. Delay resolution groups' students answered the questionnaire asking what they had done to resolve cognitive conflict during the period which had been delayed resolution of cognitive conflict. The results of this study were as follows. First, instant resolution group showed significantly more scientific conceptual change than delay resolution groups. Secondly, most of delay resolution groups' students who tried to resolve cognitive conflict interacted with their peers. Also, delayed resolution of cognitive conflict was not helpful to resolve cognitive conflict. Thirdly, in delay resolution groups, we found the tendency that students who spent more than 30 minutes trying to resolve cognitive conflict altered their preconceptions into scientific concepts more easily than the others did. According to the results of this study, instant resolution of cognitive conflict is more effective on scientific conceptual change than delayed resolution of cognitive conflict.

• Journal of Music and Human Behavior
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• v.20 no.1
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• pp.75-97
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• 2023

This study aimed to investigate the effect of cognitive-motor interaction-based instrument playing on the early social skills of children with autism spectrum disorder (ASD). Nine children with ASD, averaging 5.6 years of age, participated in twelve individual sessions lasting 30 minutes each. The intervention comprised five stages: self-regulation, motivation to engage in social interaction, acceptance of a partner in co-playing activities, interpersonal coordination with a partner, and engagement in joint music playing. To evaluate changes in early social skills, joint attention and social interaction behaviors were observed, and the Social Responsiveness Scale (SRS-2) was administered pre- and post-intervention. Social synchronization was measured through a dyadic drum task, measuring synchronization accuracy, duration, and timing. Following the intervention, all nine children demonstrated increased early social behaviors, although there were no significant differences in SRS scores. Moreover, synchronized movement improved significantly in accuracy and maintained duration but not in reaction time. This study highlights the significance of recognizing the cognitive-motor interplay as crucial element in facilitating early social skills development in children with ASD.