• Proceedings of the Korean Society of Broadcast Engineers Conference
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• 2014.06a
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• pp.215-218
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• 2014

본 연구는 <아빠!, 어디가>(MBC), <슈퍼맨이 돌아왔다>(KBS2) 두 육아 리얼리티 프로그램의 시청동기를 '흥미로움', '출연아동들의 매력', '외로움 해소', '일상정서표현' 등 4가지로 밝혀내고, 이러한 시청동기와 시청시간간의 관계를 살펴보았다. 그 결과 '흥미로움', '출연아동들의 매력', '외로움 해소' 3가지 요인과 육아 프로그램 시청시간에 따라 차이는 유의미한 차이를 보였으며, 시청시간이 증가할수록 평균값은 높게 나타났다. 그리고 흥미로움과 일상정서표현 요인은 시청만족에 유의미한 결과를, 프로그램 시청시간과 흥미로움, 출연아동들의 매력, 일상정서표현의 요인은 재시청에 유의미한 영향을 미치는 것으로 나타났다. 본 연구 결과를 바탕으로 육아 리얼리티 프로그램의 만족감과 충성도를 높일 수 있도록 프로그램을 기획하고 프로그램 자원을 활용할 수 있을 것이라 기대한다.

• Proceedings of the Korea Inteligent Information System Society Conference
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• 2000.04a
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• pp.261-270
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• 2000

개념 계층(Concept Hierarchy)은 데이터베이스 분야에서 사용되는 대표적인 배경 지식(Background Knowledge)으로써, 데이터베이스에 내재되어 있는 구조적인 정보, 데이터의 분포, 영역전문가(Domain Expert)에 의해 주어지는 외부 지식 등이 반영되어 있다. 개념 계층의 특성상 부모(parent)-자식(child) 관계가 있는 두 노드가 있을 때, 한 노드의 값으로부터 다른 노드의 값을 추정할 수 있다. 이 추정된 값을 기대치라고 하고, 한 노드의 값으로부터 추정된 기대치와 실제치가 상당히 상이한 값을 보이는 노드가 있을 때, 이를 흥미롭다(interesting)라고 할 수 있다. 그러나 아직까지 개념계층상에서의 흥미로운 부분 탐색에 대한 연구가 없었으며, 흥미로움(interestingness)의 척도(measurement)에 대한 연구로서는 신뢰도(confidence), 리프트(lift), 컨빅션(conviction)등이 있다. 그러나 이런 흥미도의 척도에 관한 연구도 연관규칙에 한정되어 이루어졌으므로 개념계층상의 데이터에 적용하기 위해서는 약간의 수정 및 새로운 정의가 필요하다. 본 논문에서는 데이터의 특성에 따른 개념계층이 존재할 때, 이를 이용하여 기대치와 실제치가 상이한 흥미로운 부분을 발견하고자 하며, 이를 위하여 개념계층이 존재할 때, 이를 이용하여 기대치와 실제치가 상이한 흥미로운 부분을 발견하고자 하며, 이를 위하여 개념계층상에서의 흥미도의 척도를 제안하고 흥미로운 부분을 탐색하는 방법을 기술하고자 한다. 또한 데이터마이닝의 결과인 연관규칙을 개념계층에 적용하여 연관규칙을 통해 얻어질 수 있는 기대치를, 지지도(support), 신뢰도(confidence), 리프트(lift), 컨빅션(conviction)등의 관계를 통해 다양한 방법으로 모색해본다. 이 연구에서 제안하는 이러한 개념계층상의 흥미로운 부분의 탐색은, 전자 상거래에서의 CRM(Customer Relationship Management)나 틈새시장(niche market) 마케팅 등에 적용가능하리라 여겨진다.

• Journal of Intelligence and Information Systems
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• v.6 no.2
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• pp.77-89
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• 2000

개념 계층(Concept Hierarchy)은 데이터베이스 분야에서 사용되는 대표적인 배경 지식(Background Knowledge)으로써, 데이터베이스에 내재되어 있는 구조적인 정보, 데이터의 분포, 영역전문가 (Domain Expert)에 의해 주어지는 외부 지식 등이 반영되어 있다. 개념계층의 특성상 부모(parent)-자 식(child) 관계가 있는 두 노드가 있을 때, 한 노드의 값으로부터 다른 노드의 값을 추정할 수 있다 이 추정된 값을 기대치라고 하고, 한 노드의 값으로부터 추정된 기대치와 실제치가 상당히 상이한 값을 보이는 노드가 있을 때, 이를 흥미롭다(interesting)고 말할 수 있다. 그러나 아직까지 개념계층 상에서의 흥미로운 부분 탐색에 대한 연구가 없었으며, 흥미로움(interestingness)의 척도(measurement) 에 대한 연구로서는 신뢰도(confidence),리프트(lift),컨빅션(conviction)등이 있었다. 그러나 이런 흥미도 의 척도에 관한 연구도 연관규칙에 한정되어 이루어졌으므로 개념계층상의 데이터에 적용하기 위해 서는 약간의 수정 및 새로운 정의가 필요하다. 본 논문에서는 데이터의 특성에 따른 개념계층이 존재할 때, 이를 이용하여 기대치와 실제치가 상이한 흥미로운 부분을 발견하고자 하며, 이를 위하여 개념계층상에서의 흥미도의 척도를 제안하고 흥미로운 부분을 탐색하는 방법을 기술하고자 한다. 또한 데이터마이닝의 결과인 연관규칙을 개념 계층에 적용하여 연관규칙을 통해 얻어질 수 있는 기대치를, 지지도(support), 신뢰도(confidence), 리프트(lift), 컨빅션(conviction)등의 관계를 통해 다양한 방법으로 모색해본다. 이 연구에서 제안하는 이러한 개념계층상의 흥미로운 부분의 탐색은, 전자 상거래에서 CRM(Customer Relationship Management)나 틈새시장(niche market) 마케팅 등에 적용 가능하리라 여겨진다.

• Journal of Digital Convergence
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• v.16 no.1
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• pp.293-303
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• 2018

This paper aimed to research the brand personality, brand equity, and brand value of Taobao and Jindong (JD) as well as the difference between the two brands. Chinese consumers receive the questionnaire survey in groups. A total of 321 questionnaires were distributed, of which, 162 for Taobao and 159 for JD. The findings, first, determine the brand personalities of Taobao(sincerity, sophistication, competence and excitement) and JD(competence, sophistication, and excitement). Second, find the influential relationship between brand personality and brand equity. For Taobao, the sincerity of personality has a positive impact on brand loyalty, image and perceived quality. The competence impact on brand loyalty, awareness, and image. The sophistication impact on brand image and perceived quality. Competence and sophistication of the JD personality impact on the brand equity. Excitement of JD impact on the perceived quality. Third, the brand loyalty and perceived quality of Taobao have a positive influence on the brand value; and brand loyalty, image, and perceived quality of JD have a positive influence on the brand value. In the future research, the findings of the research provide a theory basis for the brand management, and can take more consideration into the relations among other variables in the context of online shopping environment.

• Journal of Broadcast Engineering
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• v.19 no.6
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• pp.925-933
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• 2014

This study investigates the impact of watching motives of parenting reality TV Program, (MBC), (KBS2) on user satisfaction and rewatching. Viewing motives of parenting reality TV Program are found as 'interest', 'charm of children characters', 'relief of loneliness' and 'express everyday feelings'. The result shows that there is significant difference in watching time according to the factor of 'charm of children characters'. Also 'interest' and 'expression of everyday feelings' affect viewing satisfaction of viewers. It is necessary to plan interesting reality program and arrange attractive characters to improve viewing satisfaction of TV program.

• Journal of the Korea Convergence Society
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• v.9 no.5
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• pp.257-267
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• 2018

The purpose of this study was to evaluate the effects of an ESP module program which combines Keller's ARCS model for the $1^{st}$ grade nursing students. Students' learning motivation and academic achievement were compared between an intervention group and a control group and their perception and subjective effects on the module program were identified. Quantitative data showed that the overall level of learning motivation in the intervention group was significantly higher than that in the control group (t=2.391, p=.019). No significant difference was found on the level of academic achievement between two groups (t=0.116, p=.098). Contents analysis on the qualitative data showed that ESP module program was interesting, effective, helpful for understanding clinical settings, and giving confidence and satisfaction. According to the result, it is assumed that the ESP module program which combines ARCS model can be effective in motivating the $1^{st}$ grade nursing students to learn nursing contents and English.

• Journal of The Korean Association For Science Education
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• v.43 no.6
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• pp.495-507
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• 2023

Teachers often encounter challenges in supporting students with question generation and the development of investigation plans in sensemaking activities. A primary challenge stems from the ambiguity surrounding how students apply their conceptual understandings in this process. This study aims to explore how students apply their conceptual understandings to generate questions and design investigation processes in a sensemaking activity. Two types of student group activities were identified and examined for comparison: One focused on designing a process to achieve the goal of sensemaking, and the other focused on following the step-by-step scientific inquiry procedures. The design of investigation process in each group was concretized with epistemic criteria used for evaluating the designs. The students' use of conceptual understandings in discussions around each was then examined. The findings reveal three epistemic criteria employed in generating questions and designing investigation processes. First, the students examined the interestingness of natural phenomena, using their conceptual understandings of the structure and function of entities within natural phenomena to identify a target phenomenon. This process involved verifying their existing knowledge to determine the need for new understanding. The second criterion was the feasibility of investigating specific variables with the given resources. Here, the students relied on their conceptual understandings of the structure and function of entities corresponding to each variable to assess whether each variable could be investigated. The third epistemic criterion involved examining whether the factors of target phenomena expressed in everyday terms could be translated into observable variables capable of explaining the phenomena. Conceptual understandings related to the function of entities were used to translate everyday expressions into observable variables and vice versa. The students' conceptual understanding of a comprehensive mechanism was used to connect the elements of the phenomenon and use the elements as potential factors to explain the target phenomenon. In the case where the students focused on carrying out step-by-step procedures, data collection feasibility was the sole epistemic criterion guiding the design. This study contributes to elucidating how the process of a sensemaking activity can be developed in the science classroom and developing conceptual supports for designing sensemaking activities that align with students' perspectives.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.8
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• pp.257-264
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• 2017

The purpose of this study was to identify the experiences of nursing students who used journals for cadaver practice experience. The data were collected between October 26 and October 28 2016. Participants were 20 2-year nursing students with cadaver practice experience at D College in D City. The data were collected from daily sheets by self-reporting their experiences during the cadaver practice program. The participants wrote their experiences anonymously on sheets on paper. Data were categorized and coded by using content analysis. Eight categories and 21 statements were drawn from three domains. The study revealed that participants experienced anxiety, flow, and reflection of cadaver practice. The analyzed domains were 'anxiety', 'flow', and 'reflection'. 'Anxiety' was categorized into 'worry', 'fear', and 'surprise'. 'Flow' was categorized into 'interesting', 'focusing', and 'knowing'. 'Reflection' was categorized into 'dignity' and 'appreciation'. Therefore, It is necessary to provide a group counseling program for seniors who have experienced counseling and cadaver practice for psychological support and anxiety relief of nursing students before cadaver practice. In addition, this study is expected to contribute to the development of a cadaver practice program for nursing college students.

• Journal of The Korean Association For Science Education
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• v.43 no.2
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• pp.59-72
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• 2023

This study analyzed a group interview with six earth science teachers and eight middle school students to find out the evaluations and criteria they use to evaluate VR/AR contents (two virtual reality content and two augmented reality contents) in middle school science digital textbook. The study found the VR/AR contents were evaluated on four criteria as follows: VR/AR media characteristics; technical operation; user interface; and teaching-learning design. The evaluations can be summarized by each criterion. First, regarding VR/AR media characteristics, interesting features of VR/AR contents were considered relatively advantageous compared to other media like videos. However, its shortage of visual presence and inconvenience of using markers were mentioned as shortcomings. Second, in the technical operation criteria, teachers and students found the following conditions as technically challenging: failing to properly operate on a particular OS; huge volumes of contents in the application; and frequent freezing when using the application. Third, poor intuitiveness and lack of flexibility were found as negative aspects in user interface. Fourth, regarding teaching-learning design, the teachers evaluated whether the VR/AR contents delivered scientifically accurate information; whether they incorporated class goals set by teachers; and whether they can help students' inquiry. It turned out teachers gave negative feedbacks on VR/AR contents. The students evaluated VR/AR contents by assessing whether they help them with learning science but concluded they did not regard them necessary in science learning at school. Based on the findings, this study discusses which development direction VR/AR contents should take to be useful in teaching and learning science.