• Journal of Korea Game Society
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• v.15 no.2
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• pp.123-130
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• 2015

In this paper, we present the research result related to a game application system which improves the symmetry of the left and right brain activity for alleviating the emotional disorders such as anxiety and depression. Since the characteristics of patients with affective disorders are less willing to therapy. obvious motivation is needed in general. To provide a strong incentive for these patients, we propose a customized game system through game-oriented content of enjoyment. After the experiments conducted for 5 days, it was found that the symmetry of left and right brain activity is enhanced. The proposed functional game system can be applied to a wide range of applications such as healthcare or education.

• Hwankyungkyoyuk
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• v.15 no.1
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• pp.68-82
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• 2002

My responses to Kim Kyung-Ok's Critique on my critique on the Hungerford approach can be summarized as follows; First, it was argued that possible confusions and misunderstandings around the concept of behavior in REB were mainly caused by Hungerford himself who has used the word in several different ways, from a bunch of overt actions to almost all kinds of responses including cognitive skills, without any clear operational definition of it for more than 20 years. It seems to be needed for future users of the word, 'Behavior' to Prevent unnecessary confusions by providing their operational definition of it. Second, REB is too ambiguous to be a legitimate goal of environmental education and too outcome-oriented to be a meaningful measure for environmental education research. Anyone who accept REB as a goal of EE or a measure for research should clearly suggest procedures and criteria for judging the environmental responsibility of actions under consideration. Third, the Hungerford approach has begun by realizing the limit of a linear traditional behavior change system and has been evolving toward a complex model with dynamic interactions among/between cognitive variables and affective variables. However, it still has one-way structural orientation toward 'Behavior' with no feedbacks. Addition of some feedback processes would make the model more flexible and realistic. Finally, both the Hines model and the Hungeford model were established based on a series of behavioristic studies including three doctoral dissertations equiped with a list of actions which were prejudged to be environmentally responsible by the researchers, not by the learners. What they were primarily interested in was not how mind functions during the learning processes but how learners' behavior can be effectively changed. Considering uncertainty and complexity associated with environmental problems, a great deal of efforts ought to be made toward more context-based and less normative studies applying cognitive psychology and quantitative approaches.

• Journal of the Korea Society of Computer and Information
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• v.29 no.7
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• pp.139-148
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• 2024

In the post-pandemic era, the demand for online education platforms has surged, leading to increased consumer reliance on online reviews for decision-making. This study investigates the impact of Chinese online customer reviews on consumer purchase behavior in online education. By examining the role of trust, review sentiment, and the quantity and timeliness of reviews, the research aims to understand how these factors influence consumer decisions. By using regression model, findings reveal that negative reviews, timely feedback, and a higher volume of reviews positively affect consumer purchase decisions, while course pricing demonstrates an inverse relationship. Furthermore, cognitive and affective trust mediate the relationship between reviews and purchase behavior, highlighting a reverse U-shaped effect on consumer decision inclination. These insights provide valuable implications for online education providers, emphasizing the need to manage and leverage online reviews to foster consumer trust and improve sales performance.

• Journal of The Korean Association For Science Education
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• v.40 no.5
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• pp.515-529
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• 2020

'Scientific inquiry experiments', which was newly created subjects in the 2015 revised curriculum, was expected in the aspect of learning science and developing core competences through science practices. Based on changed view of evaluation, assessments of a practice-centered subject 'Scientific inquiry experiments' should be try to conducted in various ways, but many challenges were reported. In this study, through analysis of current status of assessment of the subject, we intended to find the way of conducting and supporting 'Scientific inquiry experiments'. We collected assessment materials and explanatory description about them from 25 teachers who taught 'Scientific inquiry experiments' in 2018 and 2019. And we analyzed the cases with framework which were consisted with three main categories: elements, standards, methods of assessments. Also, we investigated how the results of assessment were utilized. For the validity, we requested verification of the results of our data analysis to experts of science education and science teachers. From them, we also collected their opinions about our analysis. As a result of the study, teachers assessed some elements of inquiry skills such as 'analysis and interpreting the data', 'conducting inquiry' more than others which were closely related to what subject-matter the teachers used to organized inquiry program with. In the aspect of domain of assessments, though cognitive domain and affective domain as well as skills were evaluated, we also found that the assessment of those domains had some limitation. In terms of standard of assessment, the goals of assessment were presented in most cases, but there were relatively few cases which had the specific criteria and the stepwise statements of expected performance of students. The time and subject of the assessment were mainly post-class and teachers, and others such as in-class assessments, peer-assessments were used only in specific contexts. In all cases, the results of assessments used for calculating students' grade, but in some cases, we could observe that the results used for improving teaching and feedback for students. Based on these results, we discussed how to support the assessments of 'Scientific inquiry experiments'.

• Korean Journal of Biological Psychiatry
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• v.3 no.2
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• pp.288-294
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• 1996

Background : Most studies of the pituitary hormonal responses to electroconvulsive therapy(ECT) have used limited blood sampling schedules. Little is known about the precise sequence of neuroendocrine events immediately following en ECT application. or about the regulation of the hormonal responses. Methods : Blood was sampled at three minute intervals from eleven patients(two schizophrenics and nine affective disorder patients) undergoing ECT. Each sample was immunologically assayed for arginine vasopressin(AVP), adrenocorticotropic hormone(ACTH), prolactin(PRL), and cortisol. Baseline hormone concentrations and several measures of response were determined for each hormone. The temporal and quantitative relationships among the hormonal responses were determined. Correlations were calculated between seizure duration and secretory responses. Results : All four hormones demonstrated significant secretory responses to ECT, with AVP increasing from 1.2 to 33.3pg/ml(P<0.001), ACTH from 5.4 to 32.3fmol/ml(P<0001). PRL from 21.8 to 102.2ng/ml(P<0.005) and cortisol from 20.1 to 31.1ug/dl(P<0.001). The three pituitary hormones showed consistent time courses of secretion with onset of responses by three minutes but clearly differing peak times of 3, 6, and 12-15 minutes for AVP, ACTH, and PRL, respectively. Cortisol began to rise after 6minutes and pecked between 20-30minutes. There ware no significant correlations between seizure duration and any of the secretory response measures. Conclusions : 1) The pituitary hormone response to ECT is sequential rather than synchronous 2) The AVP response was extremely rapid and more massive than those of any other hormones. 3) The ACTH response of this study was more rapid and mare robust than thai revealed by the mast of past studies. 4) The results strongly suggest that the pituitary hormones are released as a result of the seizure rather tho, the electrical stimulus. 5) The sequential pattern of responses suggests that neuroendocine feedback-regulatory mechanisms determine the response profile.