• Asia pacific journal of information systems
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• v.26 no.2
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• pp.268-289
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• 2016

While most of studies have paid attention to the initial adoption of a specific application, research on applications has not focused on an individual's update decision process. This study draws upon both dual information processing and status quo bias perspectives as a comprehensive theoretical lens to explain why individuals do not update their applications. This study assumes that individuals' inertia could be the main reason for their reluctance to update the applications. Based on a survey of 186 smartphone users, this study demonstrated that both habit as an affective trigger of system 1 thinking and sunk cost as a cognitive trigger of system 2 thinking promoted the two types of inertia (i.e., affective and cognitive based inertia) in individuals, which have a negative effect on their willingness to update their applications. By grounding the research model in a theoretical view, such as dual information processing and status quo bias, this study provides a unique theoretical lens from which to view individuals' behaviors, thereby gaining a better understanding of their decision not to update to the current version of applications. This study also investigates the moderating effect of the types of applications on the relationships between affective/cognitive-based inertia and willingness to update. Results show that both habit and sunk cost decrease the willingness to update because they increase both affective and cognitive-based inertia. This study also found that the effects of affective/cognitive based inertia differed depending on the type of applications.

• The KIPS Transactions:PartA
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• v.15A no.6
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• pp.351-360
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• 2008

It seems reasonable to assume that the individualized learning means more than simple teaching-learning method, so the instructional method has attracted a fair amount of attention not only in classroom, but also in the field of a adult education, cooperate education, and so on. In order to have an effect on individualized learning, we need to analyze and measure the learner's characteristic. However it is difficult to represent in quantified form because the conception and category of learner's characteristic is various and extensive. Therefore, in this paper, we propose a quantification method of learner's characteristic, which is limited to learner's cognitive structure and style, and is represented in the light of connectionism, verify the validity. The learner's cognitive structure in this paper was represented, which simplified the learner's cognitive structure. Additionally, the cognitive style in this paper was limited to inertia of knowledge for learner's cognition.

• The Journal of the Korea Contents Association
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• v.19 no.5
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• pp.426-442
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• 2019

This study identifies possible determinants that may have influences on the switching behavior from the current payment system of credit or check cards to the easy payment service based on push-pulling-mooring model. And this research empirically tests how those determinants affect switching intention to the easy payment service. The moderating effect of policy expectation is also taken into account. The findings show switching intention to the easy payment service is influenced by the followings: dissatisfaction with the current payment system as a pushing factor, perceived easy of use and trust in easy payment service as pulling factors, and affective/cognitive inertia and unfavorable subjective norm as mooring factors. The results also show that moderating effect of policy expectation exists in the relationship between perceived ubiquitousness and switching intention.

• Korean Journal of Cognitive Science
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• v.16 no.4
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• pp.369-386
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• 2005

Although Intelligent Tutoring System(ITS) offers individualized learning environment that overcome limited function of existent CAI, and consider many learners' variable, there is little development to be using at the sites of schools because of inefficiency of investment and absence of pedagogical content knowledge representation techniques. To solve these problem, we should study a method, which represents knowledge for ITS, and which reuses knowledge base. On the pedagogical content knowledge, the knowledge in education differs from knowledge in a general sense. In this paper, we shall primarily address the multi-complex structure of knowledge and explanation of learning vein using multi-complex structure. Multi-Complex, which is organized into nodes, clusters and uses by knowledge base. In addition, it grows a adaptive knowledge base by self-learning. Therefore, in this paper, we propose the 'Extended Neural Logic Network(X-Neuronet)', which is based on Neural Logic Network with logical inference and topological inflexibility in cognition structure, and includes pedagogical content knowledge and object-oriented conception, verify validity. X-Neuronet defines that a knowledge is directive combination with inertia and weights, and offers basic conceptions for expression, logic operator for operation and processing, node value and connection weight, propagation rule, learning algorithm.

• Journal of The Korean Association For Science Education
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• v.16 no.4
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• pp.340-350
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• 1996

Knowledge is composed through the interaction between the concept structure already held by students and their experience, and learning can be said to be the active process of solving the cognitive conflict caused by this interaction. Therefore, this study consists in showing the effective learning method and finding out the elements which the teacher has to own, through examining several forms of pre-conception or mis-conception of the inertia, the force-equilibrium, the action and reaction, the heat, and the electric current, and then finding out their solution and studying student's change in science concepts. For this study, the types of concept on the five above-mentioned materials which students have were examined through the concept-classifying question paper, and the classes to which the class mode for the change of concepts applied, were practised in each different classroom by each different instructor - a professor, a scientist, a teacher, and two students, respectively. And the effect of the teaching strategy based on these classes, and each different instructor' influence on the change of concept in students. were examined. The result of my study is as follows; 1. Students have various types of pre-conception which are different from science concept, and these types of pre-conception tend to last even after learning in class. 2. The thoughts on the correct science concept of the high school third-grade students who learned the physics in the traditional teaching method, and the second grade students who don't learn the physics yet, were nearly equal those of the second grade students by receiving the physics class through the cognitive conflict course were greatly changed especially that students showed the distinct change on mechanics and electric current. 3. Students didn't show the remarkable change of the science concept on the five materials in the four kinds of experimental classes by each different instructor but in the part of mechanics, there was the distinct change between the class by professor and those by the students. This was due to the difference of the authority and the attitude of the concept demonstrator. 1) The authority, the kind attitude, and the responsibility of the expert played an important role in the correct concept-formation of mechanics part - especially in the case of the mis-conception caused by the intuitive belief. 2) In the class by instructor with the democratic teaching method, the change of concept took place more easily, because in his class students could discuss the subject freely, so that they might experience the thought course to give them the confidence on the science concept.