• Proceedings of the Korean Institute of Interior Design Conference
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• 2006.05a
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• pp.278-283
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• 2006

For the company, the office space is the expensive resource next to human resource. Employees are under the influence of physical characters of the office space. Among them lighting is the most effective factor in physical, biological and psychological for employees. Although there are lots of investments in architectural aspect of the office space, there is almost no investment and consideration about the lighting environment. Therefore this study was trying to find out these things as follow. First, evaluate lighting environment of people who works in the office spaces. Second, find out which factors are more affective in evaluation of lighting environment. And then with these findings this study found what should be considered as important in lighting planning of the office space. As the result of this study, however the majority of the employees are satisfied with current lighting conditions, they are not satisfied with individual operation of lighting. And in office space work type and position changes by age can affect in a large degree more than other factors. Therefore when planning lighting of the office space, it is necessary to figure out work features of Individual and group exactly and accept the difference by positions appropriately.

• International Journal of Contents
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• v.13 no.4
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• pp.63-69
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• 2017

The objective of this study was to investigate factors that could bring about successful implementation of extensive reading using online/offline blended English library system called 'Reading Gate' in primary and secondary schools. Although there are a great number of studies on effects of various extensive reading on linguistic, cognitive, and affective development, few studies have investigated how extensive reading programs can be implemented at large scale, e.g., whole school level. After analyzing students' reading levels in 200 schools using the same online extensive reading program called Reading Gate, results showed that while some schools were successful, others were not. Five primary and 13 middle schools were selected as successful schools. Data on implementation of the program of schools was gathered. Eighteen teachers and seven headteachers took part in the interview. After analyzing these data on the implementation of the extensive reading program, results revealed that the following five factors for successful implementation of blended extensive reading programs: online level-up system, teacher intervention, integration with the curriculum, school-level support, and parents' awareness of literacy. This suggests that each factor might have contributed to the successful implementation of the extensive reading program at large scale. Implications and applications of this finding are discussed in this study.

• The Mathematical Education
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• v.49 no.4
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• pp.501-522
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• 2010

In this study, 'Instruments of the achievement attribution in mathematical learning' was develop to investigate the reasons of mathematical learning achievement by reflecting Korean middle school and high school students' psychological characters and learning context in mathematical learning. To develop the appropriate items for the achievement attribution in mathematical learning, after reviewing attribution literature thoroughly, first version of the instrument was developed and Exploratory Factor Analysis and Confirmatory Factor Analysis were conducted. Then, to reduce the effect of the gender difference and achievement level difference, Differential Item Functioning was performed. Also, using Multiple group Confirmatory Factor Analysis, this instrument was investigated to see whether this can be used for both middle school and high school. The final items for success attribution are 3 items for luck, 3 items for effort, 2 items for ability. The failure attribution were composed of 3 items for luck, 3 items for effort, 2 items for ability, and 2 items for other. The instrument was developed by using large samples and psychometric analysis. Therefore, mathematic teachers can use this instrument efficiently to make a foundation for better learning environment so students' cognitive area and affective area can be harmonized.

• Proceedings of the Korean Society for Emotion and Sensibility Conference
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• 1998.11a
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• pp.189-194
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• 1998

Design factors are very important and deterministic in determining the first impression of products and environment. The final 30 number of channel button were chosen as a design factors at the Audio Unit. Then, we made the 8 types of prototype. with combining the design factors for experiment. Subjects rated the SD(Semantic Differential) evaluation sheets which have the 30 adjectives after watching each prototype. With the evaluated values, we simulated to identify the relation between the design factors and the adjectives using Neural Network. As a results, we could abstract the affective adjectives on each 8 types. Therefore, this research suggested the possibilities that we can infer the optimal design factors and types using Neural Network, if adjectives were given.

• Proceedings of the Korean Society for Emotion and Sensibility Conference
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• 2000.11a
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• pp.164-170
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• 2000

화장품의 관능평가는 크게 분석형 관능평가와 기호형 관능평가로 나눌 수 있으며 본 보고에서는 메이컵 화장단계 중에 사용되는 파운데이션의 분석형 관능평가를 통해 파운데이션 사용 시 느껴지는 관능적 특성 용어의 도출과 정의를 내린 후 실제 소비자들을 통해 여러 가지의 파운데이션을 사용하면서 느껴지는 관능적 특성 강도 및 그에 따른 선호도 등을 기호형 관능평가로 수행하여 파운데이션 사용 시에 만족 및 불만족 요인으로 작용하는 관능속성 및 주요요인들을 분석하였다. 그 결과 파운데이션의 관능속성 평가의 주요인은 커버력 요인과 화장상태 요인으로 나타났으며 밀착감과 화장지속력, 화장상태의 자연스러움이 제품의 선호도와 가장 큰 상관관계를 보였다. 이와 같이 파운데이션에 대한 관능속성과 만족도를 결합하져 소비자가 선호하는 관능속성의 제품을 설계하고 평가할 수 있는 관능적 평가방법을 개발하여 제품개발에 활용하였다.

• Journal of the Korea Society of Computer and Information
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• v.24 no.2
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• pp.217-225
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• 2019

In this paper, we proposed comparison of software education units according to 2015 Revised National Curriculum. Comparative analysis of 6 Practical Arts textbooks was conducted especially on the software education units. The analysis criteria were decided to be unit system, unit structure, learning objectives, the way of placing contents, activities, supporting materials, providing resources, and evaluation. As a result, the software education units have secured a lot of quantity compared to the total number of units. And the affective domain of the learning objectives is shown to be lacking. All the textbooks were uniformly arranged the component of contents described in 2015 revised national curriculum. Cooperative activities are strengthened compared to the previouse curriculum. On the other hand, evaluations have a large variation among textbooks and some have fewer types.

• Journal of Global Scholars of Marketing Science
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• v.16 no.3
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• pp.1-16
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• 2006

Many financial service organizations use various types of penalties (e.g., late payment fee, overdraft fee), often inflicting customer complaints and, in extreme cases, attrition. This study examines how customers evaluate penalties using concepts from attribution theory and literatures of social justice and customer satisfaction/dissatisfaction. The study hypothesizes that both cognitive (i.e., attribution, perceived fairness, disconfirmation) and affective (i.e., emotion) responses influence customer's penalty judgment and tests the effect of moderation between attribution and perceived fairness on penalty judgment. The study uses a cross sectional survey design and collects data using the critical incident technique. The results show that attributions have significant moderating effects on the relationship between perceived fairness and dissatisfaction with the penalty and that perceived fairness, emotion, and attribution have a significant influence on penalty evaluation. The study provides discussion of the findings and managerial implications.

• Asia Marketing Journal
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• v.4 no.2
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• pp.104-132
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• 2002

본 연구는 소비자들의 광고평가과정을 정보처리능력의 관점인 사전지식과 정보처리동기의 관점인 관여도의 조절적 역할을 고려하여 검토하였다. 이를 위하여 본 연구에서는 인지자극과 감정자극이 동시에 제공된 광고에 대하여 소비자들의 인지적, 감정적, 행동의욕적 평가관계를 구조적으로 살펴보고, 이를 바탕으로 각 구조적 관계들을 사전지식수준과 관여도수준에 따라 그 상대적 역할들을 살펴보았다. 실증분석결과 본 연구는 기존의 DMH 모델을 지지하는 것으로 나타났으며, 특히 광고에 대한 감정적 평가(Aad)에서 상표에 대한 인지적 평가(Cb)통해 상표에 대한 감정적 평가(Ab)에 미치는 영향력의 정도는 관여도보다는 사전지식이 더 큰 역할을 하는 것으로 나타났다. 또한 광고에 대한 감정적 평가(Aad)에서 상표에 대한 감정적 평가(Ab) 그리고 상표에 대한 감정적 평가(Ab)에서 상표에 대한 행동의욕적 평가(Ib)로의 영향력은 관여도가 중요 조절변수임을 확인하였다.

• Journal of the Korean Society of Clothing and Textiles
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• v.21 no.7
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• pp.1124-1138
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• 1997

This study intended to investigate the concept of Clothing Involvement and Brand and to provide useful basic data for building on affective brand strategy. The purpose of this study is as follows: first, It is to measure the result of Brand Extension attitudes and Brand Extension items by clothing involvement (high involvement/low involvement). Second, It is to classify the factors of Clothing Involvement which suggested in theoretical research and to clarify correlation between clothing involvement factor and brand evaluation, brand extension attitudes. Third, It is to investigate the affect that clothing involvement, demographic variable and brand type on Brand Extension Evaluation. Subjects of this study were the adult women in Seoul, who were extracted by sampling randomly during the fall of 1995. Questionnaire was used as major method of gathering data. They were analyzed by the SAS method such as Frequency, Anova, Duncan, Correlation, multiple regression, Factor analysis. Main result of this study were as follows : 1. In brand extension attitude evaluation by high-involve group and low-involve group, quality, reputation and buying intension of brand extension attitudes showed significant difference. B brand extension attitudes and items of high-involve group was high compare to low-involve stoup. High-involve group evaluated watch, underwear, shoes and stocking of extension items highly, and there is no involvement difference of perfume, parasol, cushion. 2. In order to classify the dimension of Clothing Involvement, it was carried out factor analysis. 1 found that Clothing Involvement was composed of 4 factors, namely, interest - fashion.perceived risk symbolism. Correlation between clothing involvement and brand extension attitude was as followed; Interest factor of clothing involvement was correlated the existing brand attitude. Brand preference of the existing brand attitude was related the image of brand extension attitude, interest of advertising was the quality and the reputation-image was the buying intension. 3. For evaluation of a factor influenced on Brand Extension, it was produced multiple -regression test. Demographic variables and brand types had some influence of Clothing Involvement and Clothing Involvement had on brand extension. 27% of interest, 26% of symbolism was explained by brand types and 15% of fashion, 6% of perceived risk was explained by brand types, demographic variables. And, 10% of brand extension was explained by interest, fashion and symbolism.

• Journal of Nutrition and Health
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• v.35 no.8
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• pp.886-895
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• 2002

Introduction and application of virtual education has been rapidly increased in these days. A variation of information communication technology has an effect on education in interconnect with network as internet in the world that exceed the limit of time and regional. Computer and network communication technology through the medium of internet make an entrance cyber education as a new education paradigm. It must be affective on learner who have various educational characteristics and requirements. It begins to appear quality, quantity improvements of knowledge and the development of information technology that web based cyber education. This study was conducted to develop the web based education program and to evaluate the effectiveness of learning satisfaction and accomplishment and to compare the cyber lecture system with the traditional lecture system During the second semester of 2001, this study was investigated 317 registered students in a "Food and Culture" class at Kyungwon University. The data were obtained from pre and post-study with self-administered questionnaire. The evaluation and satisfaction score of students who were registered in cyberclass was negative tendency to compare pre with post-test scores, because of insuffciency of computer-aided lecture system. The major problem was inconvenient in checking system for connecting times in cyberclass which was one of evaluation point in final score. Another problem was frequently disconnection during cyber studying and not to concentrate each time in the cyber lecture because of eye fatigue, boring due to less interesting contents than other newly developed web-site. The students was prefer to mix type of the cyber and traditional lecture type class. The result of final score an each class, the score of cyber class (71.36 $\pm$ 22.44) was significantly lower than other groups (mixed type : 76.66 $\pm$ 19.99, traditional type :79.17 $\pm$ 15.72) (p < 0.05). Cyber class was attempted to present a useful and interesting teaching and learning tool which can be applied successfully in a longer term. The result suggest that various teaching and learning strategies should be developed considering the fact that the student learn alone most in time.t in time.