• Proceedings of the Technology Innovation Conference
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• 2009.02a
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• pp.583-604
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• 2009

최근 제조 기업들의 가장 큰 화두 중 하나는 제품과 서비스의 통합이다. 그간 제품과 서비스 통합과 관련한 다양한 개념들이 제시되어 왔으나, 정의 및 유형에 대한 보편적인 프레임워크가 존재하지 않는다. 본 연구에서는 제품과 서비스의 통합에 관련된 다양한 개념들을 아우르는 포괄적인 용어 (umbrella term)로써 통합 제품-서비스(integrated product-service: IPS)를 제시한다. 기존 문헌 연구를 통해 IPS 관련 기존 개념들을 개괄하고, 이들을 Product/service fusion과 Product/service Convergence의 두 가지로 분류한다. 다음으로 IPS를 유형화하기 위한 분류체계(typology)로써 IPS 큐브(cube)를 제시한다. IPS 큐브는 통합의 형태(pattern), 원천(origin), 기술(technology)의 세 가지 차원으로 구성되며, 각 차원이 모두 세 가지 유형으로 구분되기 때문에, IPS 큐브는 27개의 셀로 이루어진 정육면체 형태를 띤다. 각 셀은 고유한 IPS 유형을 나타내며, 각 셀에 해당하는 실제 IPS 사례들이 제시된다. 본 연구에서 제시한 IPS 큐브는 유형별 IPS 개발을 위한 전략, 프로세스, 방법론을 개발하는데 있어서 유용한 시사점을 제공해줄 수 있다.

• The Journal of Korean Association of Computer Education
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• v.16 no.6
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• pp.71-81
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• 2013

This study was executed to give a help in planning and implementing online learning. For this purpose this study investigated the effect of contents presentation types, levels and metacognition on concept map composition and learning process in online learning. Learning contents types were two, meaning-centered or context-centered. Contents levels were divided into two; basic or deficient. Metacognition was divided into two levels according to the scores of scale. Results showed that meaning-centered type(M=45.00, SE=1.97) got better scores in concept map than context-centered(M=34.71, SE=1.98), Presentation levels and metacognition had no significant influence on concept map. There were interaction effect(F=.002, p>.05) between presentation levels and metacogntion levels. The upper group in metacognition got higher score in deficient types whereas the lower group got higher score in basic type. In online learning process, learner's metacognition was an important factor to complement the contents' defect and lack.

• The Journal of the Korea Contents Association
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• v.20 no.8
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• pp.186-198
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• 2020

The current study examines how product type and attitudes toward the webtoon - a digital comic that originated in Korea - affect consumer responses to webtoon product placement (PPL). Specifically, it examines the following responses: the perception of PPL intrusiveness, attitudes toward the PPL, attitudes toward the brand, word-of-mouth intention, and purchase intention. It further investigates how PPL type interacts with product type and attitudes toward the webtoon on consumer responses to the PPL. The findings from a 2 (product type: functional vs. hedonic) × 2 (attitudes toward the webtoon: negative vs. positive) × 2 (PPL type: creative placement vs. on-set placement) between-subject experimental study suggest the following: consumer responses to PPL in webtoon is more positive when the product is hedonic (vs. functional) and when attitudes toward the webtoon are positive (vs. negative). This study further suggests when subjects felt favorably toward the webtoon, the creative placement produced weaker perceptions of PPL intrusiveness and more favorable attitudes toward the PPL than the on-set placement. On the other hand, when subjects felt negatively toward the webtoon, the on-set placement evoked weaker perceptions of intrusiveness and more favorable attitudes toward the PPL than did the creative placement.

• Annual Conference on Human and Language Technology
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• 1992.10a
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• pp.525-532
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• 1992

본 연구는 한글 글자를 지각하는데 있어서 인식의 초기 단계에 사람들이 글자의 유형을 처리하는지 알아보기 위하여 시행되었다. 글자인식의 초기 단계에서 유형 분류를 한다는 것은 이미 인공시각 연구자들에 의해 시뮬레이션을 통해 검증된 바 있으나, 그것이 심리학적으로 실재성을 가지는지에 대한 검토는 없었으므로 본 연구를 실시하게 된 것이다. 먼저 예비실험을 통해 본 실험에서 쓸 자극제시시간을 구했으며, 실험은 한글 글자 중 낱자 수가 두 개인 유형 1, 2 의 글자를 자극으로 쓰는 경우와, 낱자 수가 세개인 유형 3, 4, 5 의 글자를 자극으로 쓰는 경우를 나누어서 실시하였다. 실험 1 과 실험 2 의 결과는 모두 가설을 강력히 지지하는 것으로 나왔다. 즉 자극제시시간을 역치하로 했을 경우 글자의 정답율과 유형의 정답율을 비교해 보았을 때 유형의 정답율이 유의하게 높았으며, 이는 아직 글자의 의미처리가 일어나기 전인 인식의 초기 단계에서 이미 글자의 유형에 대한 처리가 일어났음을 시사해 주는 것이다.

• Proceedings of the Korean Society for Emotion and Sensibility Conference
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• 2001.11a
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• pp.59-63
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• 2001

인간의 각성은 감성의 한 차원을 차지하여 인간의 작업수행의 효율성에 미치는 영향을 끼치고 있다. 각성의 정확한 측정 및 분석은 인간의 작업에 생산성 극대화를 제시할 수 있다. 그러나 각성은 자극유형에 따라 모드(mode)가 다르게 나타난다. 본 연구는 이러한 각성의 유형에 따른 생리신호의 반응을 측정하여 각성별 정량화 방법을 제시하고자 한다. 20명의 대학생이 각기 다른 각성 자극인 신체적 각성 및 인지적 각성이 유발되었고, 그에 따른 생리신호 반응을 측정, 분석하였다. 결과적으로 각성의 유형은 중추신경계 및 자율신경계 별로 각각 다른 반응을 보였다.

• Journal of The Korean Association For Science Education
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• v.25 no.4
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• pp.441-449
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• 2005

The purpose of this study was to examine the degree of cognitive conflict by learner personality and the method of presenting anomalous data to induce cognitive conflict. The participants of this study were 461 high school students. To arose cognitive conflict, an actual demonstration was done for half of the participants and a logical article for the rest. MBTI (Myers-Briggs Type Indicator) was used to find the learner personality types, and CCLT (Cognitive Conflict Level Test) was used to measure the degree of cognitive conflict aroused when anomalous data was confronted. The results of this study indicated that learner personality types influence the degree of cognitive conflict. First, participants were divided into two personality types via preferences on each of the four preference indices; extraversion (E) or introversion (I), sensing (S) or intuition (N), thinking (T) or feeling (F), judgment (J) or perception (P). The cognitive conflict scores of the thinking types were significantly higher than those of the feeling types. Participants were also divided four personality types according to personality functional types: ST, SF, NT and NF. SF type showed a significantly lower cognitive conflict score than any of the other types. According to the type of learner personality, cognitive conflict was influenced differently by the method of presenting anomalous data. For example, the judgment types had a higher cognitive conflict score by logical argument, and the perception types showed a higher score by demonstration. In conclusion, learner cognitive conflicts were influenced by personality types and the methods of presenting anomalous data.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.14 no.11
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• pp.5971-5978
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• 2013

The aim of the study is to suggest the development type and the land-use model of smart green multi complexes focused on the lesson for future smart green complex in Korea. For the study, the concept and the development aspects are reviewed as a theoretical research and the development types of smart green multi complexes are surveyed based on its functional distribution. The types of multi-complexes are classified in three categories of small city, neighborhood and small housing estate regarding its size. As a result of the research, the land-use model of smart green multi complexes according to its types are suggested under consideration of Korean situation.

• Proceedings of the Korean Society for Information Management Conference
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• 2002.08a
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• pp.27-33
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• 2002

본 연구의 목적은 웹 상의 다양한 학술정보자원들을 자료유형별로 효율적인 검색이 가능하도록 다양한 형태의 웹 학술정보자원에 대한 자료유형 분류체계 방안을 제시하는데 있다. 본 연구에서는 DCMI(DublinCore Metadata Initiative)를 비롯한 국내외 주요 기관이 연구·개발한 7개의 자료유형 요소 셋을 조사·분석하여, 이를 의미적으로 매핑시키고 그 결과를 참조하여 웹 학술정보자원의 특성에 맞게 10개의 범주 내에 37개의 자료유형 요소를 도출하였다. 본 연구에서 제시하는 자료유형 분류체계는 웹 학술정보자원에 공통적으로 포함되는 요소이므로 각 학문주제별로 적용시킬 경우에는 자료유형 요소의 추가 및 변경을 요구할 수도 있다.

• Journal of The Korean Association of Information Education
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• v.11 no.1
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• pp.39-46
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• 2007

According to the administrational guidelines of Information & Communication Technology (ICT) for elementary and middle schools" shown by the Ministry of Education in 2000, it suggests using eight types of ICT such as information search, information analysis, information guidance, web discussion, joint research, expert interchange, web pen pal and information making. But the result of this research shows that teachers think the eight types of ICT are not proper to apply in a school and teachers also have difficulties to use them on their classes. Therefore, this research proposed to improve the basic functional types and have concrete functional plans for normal operation of information education from now on. This research also proves that the functional types developed through teachers' opinions are more appropriate and realistic. I expect that this research will help teachers to utilize ICT and organize the process of information education hereafter

• Journal of The Korean Association For Science Education
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• v.22 no.4
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• pp.683-695
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• 2002

In this study, we analyzed types of explanation on osmosis concept that were represented in chemistry and biology textbooks of high school and college. There were 5 types of explanation on osmosis concept. The types of explanation were diffusion of solvent, collision, hydration, equilibrium of concentration and screen of holes. Last two types of explanation were classified into misconceptions. The various types of explanation on osmosis concept might cause to have be a reason that students had many misconceptions and to feel difficult to learn about osmosis concept. Many of textbooks is accord to types of concept explanation and figure explanation on osmosis but some is not.