• Culinary science and hospitality research
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• v.17 no.5
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• pp.15-29
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• 2011

In this study, I examined the problems of the current barista curriculum and sought how to improve them by feedback from domestic specialized baristas and comparative analyses of the training programs that take place in barista educational institutions. In order to identify problems in curriculum and what to be improved, I gained the opinions of 15 experts who are currently teaching students in barista educational institutions using Delphi technique. To sum up the opinions of experts, working level education of coffee has to be mainly done and substantial educations for employment such as cafe operating technique and marketing are needed. In addition, experts suggested enhancing service courses considering the nature of working in contact with customers and the course for baking goods that takes up a lot of sales. As a result of examining the current curriculum in the institutions for baristas, it seems necessary to supplement these training courses that experts suggested because the educations are very poor.

• Journal of the Korea Society of Computer and Information
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• v.27 no.11
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• pp.165-172
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• 2022

This paper proposes a method to derive the time points for helpful intervention based on conclusions drawn from a previous study which collected data during barista training performed by students with developmental disabilities. To identify this intervention time, this study utilized distance information between the hand of a student and each barista tool in a virtual reality space. If the cumulative distance from a student's hand to the key barista tool is relatively longer than the cumulative distance to other barista tools, it is highly likely that the student is not using the key barista tool, which must be used to successfully complete the given task. In other words, the distance information signals the task is not being properly performed and represents the intervention time to help the student. As a result of verifying a hypothesis through statistical analysis, this study found that the relationship between the success or failure of a student's training and the cumulative distance between the student's right hand and the key barista tool was statistically significant, but not for the left hand.

• Journal of the Korea Society of Computer and Information
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• v.27 no.1
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• pp.69-75
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• 2022

This paper proposes a method of identifying the moment when a student with developmental disabilities needs assistance intervention in performing barista vocational training using virtual reality-based realistic contents. To this end, 21 students enrolled in a vocational training center for persons with disabilities were selected as study subjects. These students were trained to recognize the barista tools in a virtual reality environment. During the training, if students experienced difficulties and were unable to proceed further, they were asked to raise their hands or verbally request assistance. Using the collected data, two hypotheses were established based on the distance between the hand of the student and each barista tool in the virtual reality space in order to derive a criterion for judging the moment when an intervention is required. As a result of verifying the hypotheses, this study found that the cumulative distance from the hand of a student, who successfully finished the training without requiring an intervention, to the target barista tool as well as adjacent tools was significantly shorter than the cumulative distance to other barista tools.

• Journal of Korea Game Society
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• v.17 no.1
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• pp.63-70
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• 2017

Occupational self-efficacy is one of the factors necessary for successful occupational rehabilitation of persons with intellectual disabilities. In this research, we investigated to see whether participating in a game-based training for job affects occupational self-efficacy. We compared a group who played a job-training game during traditional training with a group who participated only in traditional training. The results indicate that overall occupational self-efficacy of the game-based training group was affected significantly compared to the control group. Among the four subcategories, problem solving self efficacy and stress management self-efficacy showed significant improvement.