• Knowledge Management Research
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• v.11 no.1
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• pp.115-128
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• 2010

The dramatic increase in e-Learning enrollments in higher education is likely to continue. These e-Learning environments have made learning much more convenient by stretching the spatial and temporal barriers. Their effectiveness, however, remains to be examined. In this research, the author explore the importance of personalization, interactivity and the important role of contents organizing in online education environment. Furthermore, the authors divide e-learning outcome into psychomotor, cognitive, and affective outcome. Indeed, e-Learning for psychomotor outcome has been viewed as impossible. The authors discuss the implications of the findings for theory and practice.

• Proceedings of the IEEK Conference
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• 2006.06a
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• pp.927-928
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• 2006

In this paper, we propose a dynamic emotion system involving the state equation and the output equation from the control theory. In our emotion system, the state equation accepts external stimulus and generates emotions. And the output equation modifies the intensity of emotions in accordance with personalities and circumstances. The validity of the proposed emotion system is shown by two simulation works which express emotions according to personalities and circumstances.

• Korean Journal of Health Education and Promotion
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• v.24 no.3
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• pp.21-34
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• 2007

Objectives: This study aims to examined whether physical activity prevent the negative effect of psychological stress on cardiovascular reactivity by reducing stress induced sympathetic output and preventing norepinephrine depletion negative psych-affective responses. It is assumed that physical activity reduces the magnitude of cardiovascular responses and psychological responses to stress which threaten individuals' physical and mental health. The result of investigating the effect of physical activity on reducing negative physiological and psychological responses would suggest useful information health for practitioners who want to prevent stress-induced diseases, especially coronary heart disease. Methods: participants of this study were 30 students (10 males & 20 females), whose mean age was 21.30 (SD=2.29). Fifteen students (5 males & 10 females) were assigned for in each group, treatment and control groups. They were interviewed and given a survey that included a consent form, demographics sheet and psychological tests, such as State-Trait Anger Expression Inventory and State-Trait Anxiety Inventory. Before the application of psychological stress, participants in treatment group were going through with a course of physical exercise, running on treadmill 15minutes, while participants in control group were not physically active. After exercise, there was 15 minutes resting period before applying cognitive stress. During the experiment, all participants performed challenging cognitive tasks for 20minutes in situations that were designed to experience learned helplessness and measured their cardiovascular reactivity including blood pressure and heart rate every 5 minutes, until 10 minutes after finishing the application of psychological stress(recovering state). In the end of experiment, they were given some psychological test again. Results: Heart rates of exercise group were significantly higher than non-exercise group, especially, five minute after applying cognitive stress and at the end of recovery, in other word 10 minutes after stressful event. Systolic blood pressures of exercise group were lower than those of non-exercise group during the stressful event, but this differences in borderline level of significance. state anger level of exercise group decreased even experiencing stress, while those of non-exercise group increase. And state anxiety level of exercise group decreased in borderline level of significance. Conclusion: This study reiterate health benefits of physical activity and suggest that regular moderate exercise may regulate cardiovascular reactivity and psycho-affective responses from stress by reducing stress induced sympathetic output.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.10
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• pp.159-168
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• 2019

This study draws on goal orientation theory and proposes the team learning goal orientation as an antecedent of team creativity. In addition, an Input-Process-Output (IPO) model was adopted, in which the team reflexivity, team efficacy, and positive group affective tone (PGAT) are linking mechanisms in the relationship between team learning goal orientation and team creativity. Using 57 teams from three lectures of the college, hierarchical regression analysis was conducted at the team level. The results showed that the team learning goal orientation had positive associations with team creativity, team reflexivity, and team efficacy. In addition, team reflexivity and team efficacy positively predicted the team creativity. Furthermore, the relationship between team learning goal orientation and team creativity was mediated by the team reflexivity and team efficacy. In contrast to predictions, PGAT did not show significant relations with both team learning goal orientation and team creativity. In conclusion, this study integrated the team-learning goal orientation and team creativity literature and contributes to the understanding of team reflexivity as a cognitive process and team efficacy as a motivational process between the team property and team creativity. These results have practical implications for managing teams.

• Communications of Mathematical Education
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• v.31 no.2
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• pp.167-185
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• 2017

The purpose of this study is to analyze the actual states of the elementary school and the middle school mathematics education as a curriculum quality-management. To this end, this study surveyed the input, process and output phase in the school curriculum to the teachers, students and parents. The results are like these: First, the achievement standards contents in the elementary school and the middle schools are relevant in the input phase. Second, the teachers in the elementary school have more concern on the teaching & learning methods than those in the middle school in the process phase. Third, students and parents' satisfaction on the cognitive and affective domain in the elementary school is higher than that in the middle school in the output phase. This study suggests that these result has to be affected to make ways to apply the new curriculum, and the curriculum revision system has to be established to revise the curriculum as an important method of quality management.

• Proceedings of the Korean Society for Emotion and Sensibility Conference
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• 2000.11a
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• pp.81-87
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• 2000

Beat-to-beat changes in heart period (heart period variability, HPV) are mediated by fluctuations in autonomic activity. Spectral analysis is used to quantify such fluctuations in the range of 0.15-0.40 Hz (high frequency, HF), which are influenced primarily by parasympathetic factors. These fluctuations are often referred to as RSA (respiratory sinus arrhythmia), the physiological phenomenon extracted by spectral analysis and other methods including histograms of heart rate ( HR), deviations of HR etc. Respiratory sinus arrhythmia indexing with peak-to-valley method suggested by Grossman et at., (1981) yields a simple range statistic and is quantified on breath-by-breath basis, thus being quite sensitive and less dependent on recording time as compared to spectral analysis. It is strongly recommended to use at least 1 min epoch to asses HF component of HPV and at least 2 min fer low frequency (LF) of HPV and even 5 min far valid clinical assessment. Peak-to-valley statistic is limited to RSA index only, but has its pragmatic advantages. Most important is possibility of its application far relatively small epoch analysis. We used short periods (20,30, 40 sec only) and off-line analysis of RSA using ECG and respiration curve this method of assessment and proved that this method is more practically effective. The RSA index was not so far dependent on respiration pattern differences and reflected actual vagal control of HR and were accompanied by low HR under some high stress conditions and in an aversive affective visual stimulation experiments. Another factor that might modulate cardiac chronotropic response is the interaction of sympathetic and parasympathetic inputs on sino-atrial (SA) node level, because responses to vagal influences are known to be proportional to ongoing sympathetic activity, that is so called accentuated antagonism. Since sympathetic outflow (increment of influences on SA) under negative emotions or stress was high in almost all physiological responses, vagal effects on HR could be therefore potentiated, leading to masking of output cardiac response seen in HPV, In the case of moderate sympathetic activation, on the other hand, autonomic interactions in cardiac control appear to be minimal. Thus RSA index appears to be an effective alternative method to assess and measure spectral HPV.