• 한국HCI학회:학술대회논문집
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• 2006.02a
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• pp.945-953
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• 2006

The researchers in the field of cognitive science and learning science suggest that the teaching activity induces the elaborative and meaningful learning. Actually, lots of research findings have shown the beneficial effect of learning by teaching such as peer tutoring. But peer tutoring has some limitations in the practical learning context. To overcome some limitations, the new concept of "learning by teaching" through the agent called Teachable Agent. The teachable agent is a modified version of traditional intelligent tutoring system that assigns a role of tutor to teach the agent. The teachable agent monitors individual difference and provides a student with a chance for deep learning and motivation to learn by allowing them to play an active role in the process of learning. That is, The teaching activity induces the elaborative and meaningful learning. This study compared the effects of our teachable agent, KORI, and peer tutoring on the cognition and motivation. The field experiment was conducted to examine whether learning by teaching the teachable agent would be more effective than peer tutoring and reading condition. In the experiment, all participants took 30 minutes lesson on rock and rock cycle together to acquire the base knowledge in the domain. After the lesson, participants were randomly assigned to one of the three experimental conditions; reading condition, peer tutoring condition, and teachable agent condition. Next, participants of each condition moved into separated place and performed their own learning activity. After finishing all of the learning activities in each condition, all participants were instructed to rate the interestingness using a 5-point scale on their own learning activity and leaning material, and were given the comprehension test. The results indicated that the teachable agent condition and the peer tutoring condition showed more interests in the learning than the reading condition. It is suggested that teachable agent has more advantages in overcoming the several practical limitations of peer tutoring such as restrictions in time and place, tutor's cognitive burden, unnecessary interaction during peer tutoring. The applicability and prospects of the teachable agent as an efficient substitute for peer tutoring and traditional intelligent tutoring system were also discussed.

• Journal of Science Education
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• v.39 no.3
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• pp.418-433
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• 2015

In this study, we investigated the cognitive characteristics of low science achieving middle school students in K-WISC-IV, and compared the results with high science achieving and achieving students. The results showed us that high science achieving students scored higher than counterparts in FSIQ. Low science achieving students scored lower than high science achieving and achieving students in VCI. Especially low science achieving students scored lower than two groups in subtest SI. The low level of abstraction in low science achieving students is due to the lack of scientific reasoning ability. Therefore subtest SI is considered as highly discriminating test for low science achieving group. Low levels in verbal comprehension, abstraction and reasoning ability are the major factors in poor school performance. High science achieving students scored more than achieving and low achieving students in WMI. Because the working memory is involved in scientific reasoning problem solving process, it is believed to play an important role in science achieved.

• Korean Journal of Cognitive Science
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• v.29 no.1
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• pp.1-16
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• 2018

In this study, we investigated age differences of preference and trust ratings when the appearance of an artificial intelligent speaker resembles a human face. The appearance of the artificial intelligent speaker was presented in seven levels from robot face to human face. In addition, face stimuli were divided into gender (male and female) and age (20s / 60s). Participants evaluated the reliability and likability of each face stimulus on a 7-point scale. The results show that younger adults tend to prefer the face that was halfway between the robot and the human face, while older adults evaluated that the perceived reliability and likability were higher when the stimuli resembled the human face. When asked to choose the most preferred of the four face categories, all participants chose a younger face. However, with additional conditions including emoticon face and empty condition, older adults still preferred human face, while younger adults preferred emoticon face and empty condition. Taken together, older adults are more receptive to human faces than robotic faces in the context of artificial intelligence speakers. Because artificial intelligent speakers can play an important role in the elderly living alone, the present study will be a good reference in the design and development of artificial intelligent speakers for the elderly users.

• Science of Emotion and Sensibility
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• v.15 no.4
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• pp.489-502
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• 2012

Storytelling advertising is one of the most popular ad types in marketing field. However, there has been little attention to storytelling ads in consumer and advertising research. To examine the effectiveness of different types of advertising, this study collected 9 commertial ads, which consisted of 3 advertising types(storytelling, informative, image) ${\times}$ 3 products(digital camera, coffee, health drink). We investigated the differences in emotions after ads and arousal level, as well as the advertising effectiveness among the three types of advertising. Preliminary analysis revealed that the emotions after ads could classified into two distinct emotion types, affective emotions and cognitive emotions, and we used the two emotion types as emotions after ads to simplify the results. The results indicate that the storytelling ads are more effective than the image ads, but this power of storytelling ads may not be found in the comparison with informative ads. It is also found that storytelling ads can help form a more positive attitude for males than for females, whereas image ads can have an more impact on females than males. In addition, it can be proposed that affective emotions after ads may play an important role in the effectiveness of advertising types, but the interaction effects of advertising types and gender may depend on the cognitive emotions after ads.

• Journal of Korea Society of Industrial Information Systems
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• v.23 no.1
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• pp.109-122
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• 2018

Gamification is receiving much attention from a variety of fields of life as it has tremendous potential to help people get experienced with 'fun' by the elements of game mechanism and thus attract their voluntary participation eventually to reach the state of 'flow'. Some studies examined this process with a focus the relationship between game elements and flow while others regarded the game elements as fun elements and discussed the relationship between fun and flow. However, starting from the fact that the fundamental reason humans play a game is for fun and fun is in turn induced through game elements, our study defines fun as an emotion and uses it a factors are also introduced as control variables for the study on the belief that game elements affecting fun will apparently vary depending on the cultural dimensions. This study confirms that difference exists in correlations between game element, fun, and flow, depending on the different cultural settings. By comparing samples from Korea and Austria, each representing the east and the west respectively, it was found that 'social fun' affects flow and both 'relationship' and 'reward' are in turn affecting social fun in case of Korea. On the other hand, Austrian case reveals that cognitive fun affects flow and game elements affecting cognitive fun are 'story' and 'reward'.

• Korean Journal of Cognitive Science
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• v.14 no.4
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• pp.21-31
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• 2003

This paper reports our experimental study with Korean-Chinese (=KC) bilinguals as compared with Korean monolinguals. We aim to find KC bilingual speakers' sentence processing strategies, and the interaction between the Ll and U2 grammars in bilingual development. To this end, we recruited 166 subjects of all age groups from age 3 to adult in the Korean autonomous community in Yanji, China, and did a classical subject/actor identification test, where subjects are supposed to pick out the subjects/actor of both sensical and nonsensical sentences (cf. Liu, Bates & Li, 1992). We compared our results with our previous work on monolingual Koreans, and found out that KC bilinguals rely on word order as well as anumacy; that KC bilinguals make use of morphology at age 10 as compared with age 5 for monolinguals; and that KC bilingual adults rely on animacy and word order as well as morphology, while monolingual Korean adults rely solely on morphology for sentence interpretation. Given that animacy and word order play an important role in the Chinese grammar, our finding lends support to the backward transfer which Liu, Bates & Li (1992) propose for early bilingualism.

• Korean Journal of Cognitive Science
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• v.25 no.3
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• pp.259-276
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• 2014

Artists such as Duchamp and Balla tried to portray moving objects on static canvases by superimposing snapshots of moving objects. Previously, our group showed the influence of prior experience on brain responses within a motion-sensitive area MT+ to abstr act paintings with or without implied motion. In the present study, we went further to investigate whether the differential MT+activation between observers is originated from differential eye movement patterns. Prior experience was defined operationally with major in art. In addition, we examined whether perceiver's awareness of artist's intention concerning the implied motion, as well as expertise in art, affects the way he/she views the artwork. Results showed that the number and the duration of fixation on the abstract paintings tended to differ between participants based on art major. The awareness of artist's intention was not related to such differences. In contrast, observers' awareness of artist's intention of implying motion affected eye movement patterns in specific regions of the abstract paintings where the motion was portrayed. In other words, observers with awareness focused more on the parts of paintings portraying motion and moved their eyes in the direction corresponding to the direction of moving objects than observers without awareness. Expertise was not related to such specific eye movement patterns. The present study implies that art expertise and awareness of artist's intention play differential roles in observers' perception of paintings with implied motion. Namely, it suggests that expertise is related to the overall perception of paintings, while awareness of implied motion is related to perception of the specific spatial information in those paintings.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.375-382
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• 2015

Textbooks corresponding to curriculum goals are necessary because they are specific products of curriculum and are the most important materials for teaching, learning, and evaluation. In particular, learning objectives written in textbooks should be clearly described because they play a role in promoting learning by showing learning goals to learners clearly. This study analyzed the characteristics of verbs used as predicate of learning objectives written in high school physics I and II textbooks of Korea and compared them with physics textbooks of Singapore and the United States. Results show that Korean textbooks have less kinds of verbs compared to those of Singapore and the United States, and the verbs with abstract and comprehensive meaning such as 'understand' and 'know' were mainly used. In American textbooks, it was noticeable that no verbs have been used by more than 10%. When classifying the learning objectives in the two Korean textbooks, cognitive domain accounted for 98 to 99%, and inquiry domain accounted for only 1% to 2%. With regard to physics textbooks of the United States, inquiry domain accounted for a large proportion of domains in learning objectives compared with physics textbooks of Korea and Singapore. Physics textbooks of Singapore were similar to those of Korea in that learning objectives were biased toward cognitive domain, but differed from those of Korea in that learning objectives were specifically described using action verbs.

• Korean Journal of Cognitive Science
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• v.27 no.3
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• pp.407-420
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• 2016

We live under the consequences of countless decisions, among which significant number of decisions is made by representatives acting on behalf of us. However, individuals often make disparate decisions depending on which identity they are assigned as an agent or with which opponent they are interplaying. In the current research, behavioral discontinuity depending upon actor identity and social relationship was investigated using the ultimatum game. Participants behaved in a more economically rational way when they acted as a group representative compared with when they made decisions as a private individual. However, the direction of the individual-representative discontinuity was reversed when rivalry came into play. Furthermore, more fairness was requested to accept the offers in the interaction with the rival compared with the neutral countergroup. Especially when interacting with the rival group, participants showed contrasting level of decision bias - measured by rejection rate toward unfair offers - according to the degree of mind attribution to the opponent. Specifically, the greater participants attributed a mind to the rival group, the more they rejected the unfair offers from it. The present research is important in that it provides insight into individuals' decision-making in a group context, which sometimes forgoes the financial gain of the entire group and ultimately leads to the sub-optimization of social welfare.

• The Mathematical Education
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• v.31 no.2
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• pp.93-107
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• 1992

The purpose of this study is to make out teaching-learning method for developing mathematical abilities of the 1st grade children in elementary school by investigating cognitive effects which mathematical pre-experiences given intentionally by teachers have on children's learning mathematics. The research questions for this purpose are as follows: In learning effects through mathematical pre-experiences given intentionally by teachers. 1) is there any differences between children with pre-experiences and children without them in Mathematics Achievement Test\ulcorner 2) is there any differences between children with pre-experiences and children without them in Transfer Test for learning effects\ulcorner For this study, a class with 41 children in H elementary school located in a Myon near Chong-ju was selected as an experimental group and a class with 43 children in G elementary school in the same Myon was selected as a control group. Nonequivalent Control Group Design of Quasi-Experimental Design was applied to this study. To give pre-experiences to the children in experimental group, their classroom was equipped with materials for pre-experiences, so children could always observe the materials and play with them. The materials were a round-clock on the wall, two pairs of scales, fifty dice, some small pebbles, two pairs of weight scales, two rulers on the wall, and various cards for playing games. Pre-experiences were given to the children repeatedly through games and observations during free time in the morning (00:20-09:00) and intervals between periods. There was a pretest for homogeneity of mathematics achievement between the two groups and were Mathematics Achievement Test (30 items) and Transfer Test (25 items) for learning effects as post-tests. The data were collected from the pretest on April 8 (control group), on April 11 (experimental group) and from the Mathematics Achievement Test and Transfer Test on July 15 (experimental group) and on July 16 (control group). T-test was used to analyze if there were any differences in the results of the test. The results of the analysis were as follows: (1) As the result of pretest, there was not a significance difference between the experimental group (M=17.10. SD=7.465) and the control group (M=16.31, SD=6.974) at p<.05 (p=0.632). (2) For the question 1. in the Mathematics Achievement Test, there was a significant difference between the experimental group (M=26.08, SD=4.827) and the control group (M=22.28. SD=5.913) at p<.01 (p=.003). (3) For the question 2. in the Transfer Test for learning effects. there was a significant difference between the experimental group (M=16.41, SD=5.800) and the control group (M=11.84, SD=4.815) at p<001, (p=.000). From the results of the analyses obtained in this study. the following conclusions can be drawn: First, mathematical pre-experiences given by teachers are effective in increasing mathematical achievement and transfer in learning mathematics. Second, games. observations, and experiments given intentionally by teachers can make children's mathematical experiences rich and various, and are effective in adjusting individual differences for the mathematical experiences obtained before they entered elementary schools. Third, it is necessary for teachers to give mathematical pre-experiences with close attention in order to stimulate children's mathematical interests and intellectual curiosity.