• The Journal of the Korea Contents Association
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• v.20 no.3
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• pp.81-91
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• 2020

This study explored message framing methods for effective campaigns to prevent suicide. In particular, the study reviews the gain message and the loss message. In the effect of campaign message, gender differences and Any differences between the suicide high risk group and low risk group were explored. Subjects were a total of 98 people. A total of 10 messages were presented as loss framing and gain framing, respectively. The attitude towards these messages were then measured. Suicide low risk group showed favorable attitude toward gain framing messages that emphasized the benefits of not committing suicide. Meanwhile suicide high risk group showed a similar effect of gain framing and loss framing. Compared to men, women showed a favorable attitude toward gain framing. also high persuasive effects. In other words, this indicates that a more effective way of expressing messages to prevent suicides is to take a positive approach rather than a negative approach. Implications of the these findings are discussed and directions for future research are advanced.

• The Journal of the Korea Contents Association
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• v.22 no.4
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• pp.352-364
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• 2022

As the types of actions and the magnitude of the required actions for environmental improvement get diversified, the necessity to develop effective messages is increasing. This research tries to develop proper messages with message characteristics of message framing and value orientation per different types of behaviors using a 2(message framing: gain/loss) × 2(value orientation: individual/social) × 2(magnitude of the requested behaviors: high/low). The results showed that framing and the magnitude of the requested behaviors had main effects on message attitudes and behavioral intentions. The gain framing showed more favorable effects than the loss framing, and the low magnitude of the requested behaviors showed better persuasive effects. According to the results of interaction effects, the gain framing showed higher behavioral intentions than the loss framing in the individual-oriented message, and there were no differences between the frames in the social-oriented message. When the magnitude of the requested behavior was high, the gain framing in the individual-oriented message was more favorable than the loss framing. On the other hand, when the magnitude of the requested behavior was low, the gain framing in the social-oriented message was more favorable. Although there were differences in the form of interactions by the magnitude of the requested behaviors, the individual-oriented gain framing message was found to be the most effective.

• The Journal of the Korea Contents Association
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• v.18 no.1
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• pp.327-335
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• 2018

The current study challenges to suggest an umbrella strategy applied to different type of crisis, which is different from normative principle in crisis communication. The umbrella or comprehensive strategy in this study is identification framing. Identification framing is strategic message for organizational identification, which is close to social identification. The current study employed experimental design manipulating crisis types, crisis response types, and identification framing. The crisis types were internal versus external crisis, crisis responses were denial versus apology, and using identification framing $2{\times}2{\times}2$ factorial design were used. Two hundreds forty students participated in the experiment. The result showed the significant effectiveness of identification framing in different crisis types and crisis responses.

• Journal of The Korean Association For Science Education
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• v.36 no.3
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• pp.471-483
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• 2016

The purpose of this study is to explore how students' epistemological framing and positional framing affect the role of wonderment questions related to the activation of conceptual resources and to investigate what contexts affect students' framings during scientific model construction. Four students were selected as focus group and they participated in collaborative scientific model construction of mechanisms relating to urination. According to the results, one student whose framings were "understanding phenomena" and "facilitator" asked wonderment questions, but the others whose framings were "classroom game" and "non-respondent" were not able to activate their conceptual resources. However, they were able to activate their conceptual resources when they shared the epistemological framing of "understanding phenomena" and shifted between the positional framings of "facilitator" and "respondent." Although they were able to activate their conceptual resources, these activated resources were not able to contribute to their model when they shifted to the framings of "classroom game" and "receiver." In contrast, when students constantly shared an "understanding phenomena" framing and dynamically shifted between the framings of "facilitator" and "respondent," they were able to activate various conceptual resources and develop their group model. The students' framings were affected by the contexts. These included: when students were confronted with cognitive difficulties and were not provided proper scaffolding; when the teacher played the role of answer provider and guided the activity with correctness; when there were several possible explanatory models that students could choose from; and when the teacher played the role of thought facilitator. This study contributes to supporting teaching and learning environments for productive scientific model construction.

• The Journal of the Korea Contents Association
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• v.18 no.3
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• pp.626-635
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• 2018

To develop prevention messages for increasingly severe adolescent obesity in China. this study tested interaction effects between obesity involvement and message framing, and between obesity involvement and evidence types on obesity prevention attitudes and behavioral intentions. Message framing types are categorized with a gain frame and a loss frame. Evidence types are classified into narratives based on personal experiences and statistics based on objective numerical proofs. Three hundred sixty eight Chinese adolescents participated in the study. Results found that involvement, framing, and evidence types had significant effects on attitudes and behavioral intentions to obesity prevention. Adolescents highly involved in obesity were more likely to show positive attitudes and behavioral intentions when exposed to loss framing and statistical evidence. Those with low involvement showed positive attitudes and behavioral intentions after exposed to gain framing and narratives. Thus, we suggest that loss frames with numerical data should be developed to persuade adolescents with high involvement, and gain frames with narratives should be developed for those with low involvement.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.419-429
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• 2015

In this study, we explored students' epistemological framing during scientific argumentation and how interactions among group members influenced group argumentation. Twenty-one gifted science students divided into groups of three or four participated in this study. Students' discussions related to data interpretation concerning the rate of photosynthesis were analyzed. Students' activities were videotaped in groups so the discourse could be transcribed and students' behavioral cues analyzed. Students' epistemological framing has been identified through analysis of their speech and behavioral responses to the anomalous data from the inquiry process. Subsequently, their sources of warrant and group argumentation levels were explored. We found out that group members framed the inquiry in two ways: "understanding phenomena" and "classroom game." Group members whose framing was "understanding phenomena" required other members to justify the anomalous data by examining its validity and reliability, which conclusively demonstrated a high level of argumentation. On the other hand, when group members used "classroom game" to frame their argumentation, they did not recognize the necessity of explaining the anomalous data; rather, these students used simple empirical justification to explain the data, reflecting a low level of argumentation. When students using different epistemological framing disagreed over interpretations of anomalous data throughout the discussion, clashes ensued that resulted in emotional conflict and a lack of discussion. Students' framing shifts were observed during the discussion on which group leaders seemed to have a huge influence. This study lays the foundation for future work on establishing productive framing to prompt scientific argumentation in science classrooms.

• Asia Marketing Journal
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• v.13 no.3
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• pp.55-77
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• 2011

This study investigate the interaction effects of bundle price discount framing and message framing on consumer's attitude of bundle component. Although each effect of bundle price discount framing and message framing has been explored individually, few attempts have been made to invest them jointly. This study tests the interaction effects of bundle price discount framing and message framing on consumer's evaluation of bundle component. Moreover, this research focuses on consumer's evaluation of individual bundle component while the existing research on bundling primarily focused on consumer's evaluation of the bundle. Prior research suggests that consumers are sensitive to the framing of prices and discounts in the presentation of the bundle offer. For example, there is considerable evidence that partitioning or consolidating the prices of a bundle can influence the attractiveness of the bundle offer. Similarly, there is evidence that an equivalent price reduction to the overall bundle, one of the individual products in the bundle, or distributed among the individual products in the bundle can alter the perceived attractiveness of the offer (e.g. Chakravarti, Krish, Paul, and Srivastava 2002; Hamilton and Srivastava 2008; Janiszewski and Cunha 2004; Johnson, Herrmann and Bauer 1999; ; Morwitz, Greenleaf, and Johnson 1998; Yadav 1994; 1995). In line with these earlier research, this research suggests that the bundle type can influence the consumer's evaluation of bundle component. There are two types of bundle - mixed-leader bundle and mixed-joint bundle. In mixed-leader bundling, the price of one of the two products is discounted when the other product is purchased at the regular price. In mixed-joint bundling, a single price is set when the two product are purchased jointly. This study supposes that the teeth whitening product is the leader product in a mixed-leader bundle. So bundle price discount framing is manipulated such as "Buy the teeth whitening product (regular price \80,000) and get 50% discount on the functional toothpaste(regular price \40,000), special set price \100,000" or "Buy the functional toothpaste and the teeth whitening product as a set and get discount for the set, special set price \60,000". Message framing is manipulated through the product claims described in an advertising bill. The positive framing presents that "Over 95% of users achieved the expected 2-3 shades of improvement in two weeks" where as the negative framing presents "less than 5% of users did not achieve the expected 2-3 shades of improvement in two weeks". This study uses hypothetical brand name of the teeth whitening product and the functional toothpaste This study is based on a 2x2 factorial design with bundle discount framing (mixed-leader bundle vs. mixed-joint bundle) and massage framing (positive vs. negative). The dependant variables are consumer's perceived quality and attitude of the teeth whitening product The data reveals that two dependant variables are correlated, so the data is analyzed with two-way MANOVA. This research explores the significant interaction effect of bundle discount framing and message framing on consumer's perceived quality and attitude of the teeth whitening product. When the message framing is positive, consumer's perceived quality and attitude of the teeth whitening product is higher in mixed-leader bundle than mixed-joint bundle condition. However, when the message framing is negative, consumer's evaluation is higher in mixed-joint bundle than mixed-leader bundle. The author explains this result by stating that consumers are less likely to use heuristics such as price-quality association and value discounting hypothesis(Raghubir 2004) in the negative message framing condition. Additionally, consumer's perceived risk of the teeth whitening product in the negative message framing condition can be more reduced by the bundle partner(e.g. the toothpaste) in mixed-joint bundle than mixed-leader bundle. Based on the results, marketing managers are advised to use different bundle type based on message framing of their product.

• Journal of The Korean Association For Science Education
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• v.39 no.6
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• pp.739-753
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• 2019

The purpose of this study is to explore characteristics and limitations of a novice teachers's responsive teaching practice, who framed argumentation productively. One novice teacher and two eighth-grade classes participated in this study. Two of the small student groups with active teacher intervention were selected as focus groups. Students engaged in argumentation activity where they built an argument for hearing if the eardrum was torn. We recorded the class and interviews with the teacher and the students, which were transcribed for use in the analysis of the teacher's responsive teaching practices and epistemological, positional framing. We discovered that teacher thought that he should position himself as a facilitator to encourage students to present ideas clearly and to reach consensus. His framing was consistent in responsive teaching practices. Positioning himself as a facilitator, after he framed the discussion as idea sharing discussion by eliciting and probing students' idea, he framed the discussion as argumentative discussion by taking up students' idea and pointing out disagreement between them. As a result, members of small group 1 engaged in argumentative discussion and reached consensus. However, the teacher's productive framing did not guarantee students' productive argumentation practice. In small group 2, he did not elicit and probe students' ideas successfully. As a result, members of small group 2 did not engaged in argumentative discussions. He responded limitedly to the lack of students' conceptions because of lack of understanding about learners. Also, he mainly attended to students' reasoning, and not to students' framing about argumentation because he considered argumentation only as a tool for conceptual learning. The result of this study will contribute to the establishment of responsive teaching in science classrooms.

• The Journal of the Korea Contents Association
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• v.10 no.8
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• pp.177-185
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• 2010

The effects of message framing have been major research themes in marketing and advertising field and several studies on these effects have been conducted. The purpose of this study is to analyze the direct effects of message framing on the ad and brand attitude, and the moderating effects of regulatory focus and product type in these direct effects. Results from experiments indicate that message framing have significant effects on ad and brand attitude. And consumers' regulatory focus plays a moderating role between message framing and ad, brand attitude. We did not found the moderating effects of product type between message framing and ad, brand attitude. Finally, we summarized these results, discussed contributions and limitations of this study.

• Science of Emotion and Sensibility
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• v.13 no.1
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• pp.147-162
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• 2010

This study investigates how framing and the interaction with involvement influences responses toward a help campaign. There could be two possible predictions about the results of framing. One is that, because helping is a risk avoidance behaviors, the positive framing would dominant or the other is that, because helping is mainly mediated by negative emotions such as sadness or guilty, the negative framing would be preferred. The present research was to solve the conflicting predictions and was conducted with a experimental design. The participants were exposed to a campaign emphasizing either positive aspects of the help or negative contexts which would be maintained without any help. The results were that the main effect of framing was not existent, but the significant interaction with involvement on responses was found. The interaction of framing and involvement, though, included unexpected inconsistency between the results of attitude and behavioral intention. The theoretical and practical meanings of the results were discussed.