• 동아시아식생활학회지
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• 제21권2호
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• pp.185-193
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• 2011

The purpose of this study was to determine the effects of nutrient intake, screen time (television viewing and computer and/or video games) and physical activity on obesity in preschool children. Recruitment began in January 2008 by distributing letters to mothers who had children aged 6 years enrolled in daycare. Dietary intakes were obtained from the children's mothers, using the 24-hour recall method. The average height and weight of the children were 114.2 cm and 20.3 kg, respectively. Mean age, body weight, height and Kaup index were not significantly different between groups consisting of boys or girls. Assessment by the Kaup index showed that 14.0% of children were underweight, 69.0% were normal weight, 13.0% were overweight, and 4% were obese. The daily intakes of calcium, potassium, fiber, and folic acid in the group of boys were 77.7%, 58.5%, 80.4% and 88.9% respectively. as compared with the DRIs. The daily intakes of calcium, potassium, fiber, and folic acid in the group of girls were 77.7%, 58.5%, 80.4% and 88.9%, respectively. as compared with the DRIs. Intakes of protein, phosphorus, iron, zinc, vitamin A, thiamin, riboflavin, niacin, vitamin C, and vitamin E were higher than the DRIs. There were no difference among 3 groups (underweight, normal, overweight) in energy or nutrient intake. Preschool children with screen time (TV viewing and computer and/or video games use time) of >2 hours per day had significantly higher Kaup index values, and intakes of energy, carbohydrate, folic acid and zinc. In conclusion, preschool children with reported screen time (TV viewing and computer and/or video games use time) of >2 hours per day were fatter. Therefore, we need further investigate the relation between diet and screen time in preschool children to improve future nutrition education programs. Further studies are required to explore the effects of food intake and screen time (TV viewing and computer and/or video games use time) over a longer period of time.

• 한국멀티미디어학회논문지
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• 제24권7호
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• pp.953-965
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• 2021

The research of combining virtual reality technology with the design elements of children's picture book education is a relatively new topic in virtual reality technology in recent years. Based on the combination of picture book design elements with virtual reality technology and the development of a children's picture book teaching game, this article analyzes the effectiveness of the application of virtual reality technology in children's teaching, and explores the usability of picture book design elements in teaching [1]. Through literature research methods, practical research methods and investigation research methods, this paper lucubrates the application of virtual reality technology in the design elements of children's picture book education so as to provide adequate theoretical and practical support for the research theme. The spatial positioning, vision, sound, and functional requirements of children's picture book games play a leading role in teaching. Practical statistics have proved that it is easier to promote children's mastery of teaching knowledge in a virtual environment. Moreover, use VR's game management function and setting function to solve the boringness of traditional education methods and the limitations of the teaching environment. The feasibility of game operation provides a virtual teaching platform system for children's education, and the teaching effect is remarkable.

• 가정과삶의질연구
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• 제24권2호
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• pp.209-219
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• 2006

The purpose of this study was to investigate the relative effect of individual-, parents-, and game-related variables on game addiction. Totally, 1065 10 to 18-year-olds participated and completed questionnaires. Male students had more tendency to game addition than female students. No difference in the level of addiction, however, was appeared among elementary, junior-high, and high school groups, which means that many young children are already Same-addicted. More severely addicted children and adolescents showed higher level of impulsivity, more difficulties in communication with their parents, and more expectation of psychological gratification and interpersonal relationship through the internet games. The relative effects of these independent variables to game addiction were different among gender*school groups. Firstly, impulsivity was significant only in boys of elementary group. Secondly, for the junior-high group, communication with father and mother was important to boys and girls, repectively. Lastly, expected gratification from gaming itself mainly predicted high school students' game addiction, irrespective of gender. The findings of this study suggest that earlier intervention to young garners should be carried out. It is also indicated that parents' and teachers' role for guidance of the internet games would be different with children's gender and developmental stages.

• 대한가정학회지
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• 제47권3호
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• pp.67-77
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• 2009

This study developed a model economic education program for young children related to Korean seasonal customs. The model was developed via literature reviews and survey research concerning teachers’' recognition of ‘'early childhood economic education’', consultations with professionals in the field, and testing and modifying the program. The goals of the model program were: teaching children to understand basic economic concepts, helping children to develop an economic attitude that emphasizes interdependence, and acknowledging the importance of eco-friendly economic values. The model includes three educational areas and 21 content areas including understanding the concept of exchange, sharing and cooperation, and circulation with nature. This study also developed 37 early childhood economic education activities using the teaching and learning methods of experiencing nature, virtual experience, real life experience, and traditional games experience.

• 아동학회지
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• 제30권4호
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• pp.241-256
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• 2009

This survey of children's perceptions and experiences of death was conducted with 118 6th-grade elementary school children in Seoul. Data consisted of responses to questionnaires in three categories : (1) perceptions of death, (2) views of afterlife, and (3) death-related experiences (life, education, and media). Results showed that children had negative emotions (61.8%) such as fear and anxiety about death. Children's attitudes about suicide were sympathetic (34.5%) as well as critical (53.7%). There was no relation between religion and view of afterlife. Finally, children experienced death more through mass media (TV, internet, etc.) than through life experience or death education. This study suggests the necessity for death education and warns of negative effects of media and games.

• 한국수학사학회지
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• 제31권2호
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• pp.93-108
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• 2018

In Nuri curriculum, Korean traditional culture has presented by 'Our country's plays and arts'. Games in the traditional play culture for children include ones such as tangram, top-spinning game, game of slap-match, sabangchigi. In this paper, we analyse concepts of mathematics in Korean childhood traditional plays. In detail, we show that number concepts, geometric space sense, measure calculation ability and problem-solving capability through 15 Korean traditional games.

• 대한지역사회영양학회지
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• 제8권3호
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• pp.259-269
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• 2003

The purpose of this study was to develop a nutrition education website for children, especially those around the 4th-6th grade levels. Among the already existing websites providing nutritional information for children, 7 websites with comparable amounts of information were evaluated in terms of their topics, credibility, content, ease of use, and aesthetics. In addition, a survey was conducted to assess the need for nutrition information among 305 elementary students. The food pyramid was the topic offered most often on those websites. Information on nutrients, digestion, food safety, nutrition labeling, and healthy eating habits were available on the websites. Some of those websites also provided games or quizzes to attract the children's interest. However, seine of the websites did not give any information on the person responsible for providing the information, which is most important in determining the credibility of the website. Other problems were that some information was too difficult for children, and some of the websites did not provide a way to search for information. According to the survey results, the topics that children wanted to know about were‘desirable weight’,‘cooking’,‘correct food choice’,‘weight control method’,‘calories consumed during exercise’, but, they did not have a high interest in‘asking questions’‘books with nutrition messages’,‘under weight’,‘negative effect of weight control’and‘helping hungry children’. Based on these results, we developed a new nutrition education web-site, ifood’(http: //1 ifood.or.kr). We focused on helping children develop healthy eating habits by providing information which is easy and practical for children. However, we neither included the program to assess their dietary intake, nor provided entertaining background sounds, which children like. Also, the game section is composed mainly of quizzes. Therefore, we need to further develop exciting games to teach nutrition to children. In the near future, the newly developed website should be evaluated by children regarding understandability and coverage of the contents as well as usability and design, and then revised to improve the educational effect.

• Journal of Nutrition and Health
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• 제36권4호
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• pp.405-417
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• 2003

This study was to investigate practical methods for activity-based nutrition education for elementary school students, which help them understand the knowledge of food and nutrition and apply it to their day-to-day lives practically. The concept and necessity for activity-based nutrition education Were investigated and practical nutrition education methods based on activities were developed by referring to literatures related to activity based loaming and nutrition education methods. Activity-based nutrition education is a set of methods by which better food and nutrition habits are introduced by means of various activities, such as nutritional plays and games, story composing, nutritional songs, nutritional diaries, role plays, discussion and cooking. Elementary nutrition education should be based on various activities that take into consideration the children's intellectual and physical development because these students are in a concrete operational stage and they are naturally active, curious, and inquisitive. Thus, various activities were developed for elementary nutrition education, and educational effect and~ teaching methods are suggested. Children can be highly motivated and naturally absorb knowledge and desirable attitudes with respect to food and nutrition by means of these activities because they take into consideration the age and intellectual levels of the children.

• 디지털융복합연구
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• 제19권6호
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• pp.281-284
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• 2021

유아 교육의 중요성이 증가하고 유아 교육은 교육의 산업의 중요한 부분이 되었다. 과학적이고 합리적인 유아 교육은 어린이의 지능 발달을 효과적으로 촉진 할 수 있으며 신체 및 정신 건강의 발달에 매우 중요하다. 풍부하고 다양한 게임으로서 교육용 게임은 아이들의 협동심과 사고력을 향상 시킬 뿐만 아니라 아이들이 경쟁과 규칙에 대한 인식을 키울 수 있도록 널리 사용되었다. 어린이의 시각 신경을 자극하고 어린이의 지적 발달 및 감정과 관련이 있다. 안정성과 성격 형성은 어린아이들의 두뇌 발달을 자극하고 아이들의 지적 향상을 기대한다.

• 디지털콘텐츠학회 논문지
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• 제19권6호
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• pp.1051-1060
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• 2018

본 연구는 경계선지적기능 아동의 인지훈련 프로그램으로 '언어기반 인지강화 프로그램'을 제안하고, 해당 콘텐츠를 활용한 기능성 게임화의 타당성과 효과성을 보이고자 하였다. 콘텐츠는 4개 인지 영역(감각지각, 주의집중, 작업기억, 추론/지식)에 대해 4개 언어 차원(음소-단어-문장-담화)의 활동들로 구성되었으며, 그 중 16개의 언어활동 콘텐츠를 모바일 앱 게임으로 구현하여 일반아동과 BIF아동을 대상으로 시행하였다. 파일럿 테스트 결과, 두 집단의 게임 수행시간과 정확도 측정치는 지능 점수와 상관관계를 보였으며, 게임의 난이도에 따른 수행시간과 정확도의 차이를 확인함으로써 게임 구현의 타당성을 입증할 수 있었다. 또한 게임 시행 전 후 실시한 인지과제의 수행시간 변화를 통해 두 집단 모두에게서 인지강화 효과를 엿볼 수 있었다.