• Journal of Multimedia Information System
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• v.9 no.2
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• pp.127-136
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• 2022

In MMORPGs, there are many problems with the Grinding player experience. This research divides the Grinding player experience into four dimensions: Grinding in-Autonomy, Competence, Relatedness and Positive affect through theoretical investigation of game experience. Through the study of Litman (2008), Curiosity is divided into two dimensions, I-Type Curiosity and D-Type Curiosity, and the relationship between Curiosity and Grinding player experience is studied. By distributing questionnaires, collecting data, and using SPSS software to conduct reliability analysis, validity analysis, correlation analysis and multiple regression analysis on the data, it is verified that in MMORPG, I-Type Curiosity can positively affect Grinding in-Autonomy, Competence, Relatedness and Positive affect. D-Type Curiosity can positively affect Grinding in-Autonomy, Competence and Positive affect, but D-Type Curiosity has no statistical relationship with Grinding in-Relatedness. And through the standardized coefficient (Beta) value, between the Curiosity factors, I-Type Curiosity has a greater impact on Grinding in-Autonomy and Positive affect, and D-Type Curiosity has a greater impact on Grinding in-Competence. Finally, from the perspective of I-Type Curiosity and D-Type Curiosity, combined with the drawbacks of the MMORPG Gringding mechanism, some concrete and feasible suggestions and optimization schemes are put forward to improve the Grinding player experience. This research result can provide some feasible suggestions for MMORPG developers and designers, optimize the MMORPG Grinding mechanism from the perspective of I-Type Curiosity and D-Type Curiosity, and improve the Grinding player experience. It can provide appropriate assistance for the improved development of MMORPG games.

• Journal of Korean Elementary Science Education
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• v.42 no.1
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• pp.149-160
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• 2023

A Korean-version science curiosity questionnaire (Science Curiosity in Learning Environments [SCILE(15)]) was developed after factor analysis of the Korean-version SCILE(30) questionnaire. Pre-service elementary school teachers were surveyed using the Korean-version SCILE(30), and a factor analysis based on their responses was performed. The factor analysis demonstrated that the Korean-version SCILE(15) consisted of three curiosity factors: a 'science practices' factor, a 'stretching' factor, and an 'embracing' factor. Confirmatory factor analysis of the factor structure revealed correlations between all the factors, thus confirming their commonality as a science curiosity factors. The Cronbach alpha for the reliability of all items in the Korean-version SCILE(15) and of items by factor was greater than 0.700. The Korean-version SCILE(15) was therefore evaluated to be reliable as a science curiosity questionnaire. Pre-service elementary teachers who participated in the survey for the development of the SCILE(15) were aware of the 'science practices', 'stretching', and 'embracing' science curiosity factors. Analysis in a general linear model of the degree of recognition accorded by pre-service elementary teachers to the three science curiosity factors demonstrated significant differences between the curiosity factors in terms of recognition. This cohort of pre-service elementary teachers showed the highest level of recognition of the 'stretching' curiosity factor and the lowest level of recognition of the 'embracing' curiosity factor.

• Journal of the Korea Convergence Society
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• v.11 no.6
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• pp.137-144
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• 2020

As foreign tourists visiting Korea increase and Koreans traveling overseas become more frequent, a study on the level of domestic consumers' acceptance of different cultures and the perception towards products from different cultures is needed. In this study, a perceptual curiosity, which is an individual personality, was divided into Diverse perceptual curiosity and Specific perceptual curiosity, and effects of perceptual curiosity on an attitude towards different cultures and an intention to recommend products from different cultures were examined. To prove validity of measurement items and reliability of data, SPSS and LISREL were used and to prove a hypothesis, a structural equation model was used. The study results showed that the Diverse perceptual curiosity, which is Hypothesis 1, had a positive effect on the attitude towards different cultures while the Specific perceptual curiosity, which is Hypothesis 2, did not have a significant effect on the attitude towards different cultures. In addition, it was shown that the attitude towards different cultures, which is Hypothesis 3, had a significant positive effect on the intention to recommend the products from different cultures.

• Journal of Korean Elementary Science Education
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• v.40 no.2
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• pp.175-190
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• 2021

The purpose of this study was to find out how interest in thermal concepts and the perceived difficulty affect the stimulation of science state curiosity. To achieve this purpose, 410 elementary school students in 5th to 6th grade were asked to measure interest in the content of the thermal concept tasks, the perceived difficulty and science state curiosity while solving the thermal concept tasks. 2 (low interest vs. high interest)×2 (easy vs. difficult) ANCOVA was conducted with the covariate of the student's level of science curiosity, which is expected to affect the stimulation of science state curiosity. As a result of the analysis, students with high interest in the contents of the task were showed high science state curiosity. Meanwhile, there was no difference in the level of science state curiosity according to the perceived difficulty. In addition, science state curiosity level of the students with low interest in the content of the task were high when they perceived the task as easy, but science state curiosity level of the students with high interest in the content of the task were high when they perceived the task as difficult. This study was meaningful in that it empirically verified that interest in the content of the tasks has an effect on the stimulation of science state curiosity, and that the effect of interest on the stimulation of science state curiosity varies according to the level of the perceived difficulty.

• Journal of the Korean Society of Clothing and Textiles
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• v.44 no.4
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• pp.676-690
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• 2020

This study proposes a research model that examines the impact of perceived technological innovativeness on curiosity and fun, which influence revisit and word-of-mouth intentions for an augmented reality store. Data was collected from 189 female consumers in their 20s and 30s living in the Seoul metropolitan area using a convenient sampling method. The results of the study were summarized as follows. First, perceived technological innovativeness was found to have positive effects on curiosity and fun. Second, curiosity had a positive relationship with fun. Third, curiosity had positive effects on revisit and word-of-mouth intention toward the augmented reality store, while fun had no effect on revisit and word-of-mouth intention. Fourth, curiosity mediated the relationship between perceived technological innovativeness and revisit intention, and between perceived technological innovativeness and word-of-mouth intention. The introduction of innovative technology in the offline store leads to a positive response through curiosity rather than fun; therefore, it is suggested that fashion companies develop and utilize augmented reality content that stimulates more curiosity.

• Journal of Fisheries and Marine Sciences Education
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• v.26 no.5
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• pp.1119-1128
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• 2014

This study was aimed at analyzing the correlation among each factor after finding out the difference between the gifted elementary students of science and general students with their parents' learning involvement, the children's intellectual curiosity and scientific creativity. The results of the study were as in the followings. Firstly, there was a significant difference in the intellectual curiosity between the gifted students and general students. Secondly, there was a significant difference in the parents' learning involvement perceived by the gifted students and general students. Thirdly, there was a significant difference in scientific curiosity of the gifted students and the general students. Forth, as the results of the correlation analysis among the talented child's father's learning involvement, the child's intellectual curiosity and scientific creativity, there was a positive correlation between the father's pursuit for appropriateness and the talented child's special curiosity, and another positive correlation between the father's encouragement for academic improvement and the child's flexibility and originality.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.15 no.2
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• pp.253-265
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• 2020

This study examined the effects of curiosity, the personal characteristics of start-up founders, on entrepreneurship. Among the various factors that make up the entrepreneurship, this study identified the relationship between the practical factors (challenge, innovativeness, competition) and the founder's curiosity. Based on previous studies, curiosity was divided into four individual factors: deficiency, playfulness, social curiosity, and stimulus pursuit. For each individual factor, we analyzed meaningful relationship with entrepreneurship. In addition, the founders were classified into those who simply think of starting a business, those preparing to start a business, and those who started the business. Each group was analyzed their degree of curiosity. The data were analyzed based on the final 248 data for entrepreneurs who are preparing or starting their own business in Daegu-Gyeongbuk region. Analysis shows that curiosity is higher in those who prepare or start a business than those who think about it. Curiosity has been found to have a positive effect on both the challenge, the innovation, and the composition of the competition. In addition, in entrepreneurship, the challenge was found to have a positive effect on innovation, but it did not affect competition composition. The characteristics of individual factors of curiosity were also different, and there was a significant effect of deficiency and playfulness on challenge, social curiosity and stimulus pursuit on innovation, and stimulus pursuit on competition. These findings are significant in identifying and analyzing curiosity as a factor influencing entrepreneurship. The results of the analysis can help theoretical expansion of entrepreneurship. In addition, it can provide important implications for the direction of entrepreneurship education and program development among volunteer activities for prospective entrepreneurs.

• Journal of Korean Elementary Science Education
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• v.39 no.3
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• pp.433-448
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• 2020

In this study, the tasks of thermal equilibrium and heat insulation concept were divided into scientific and everyday contexts to analyzed the level of familiarity, feeling of knowing, state curiosity, and state anxiety that students feel in task contexts and their relationship. The subjects of this study were One hundred nine students in sixth grade of elementary schools located in metropolitan cities. The results of this study were as follows. First, there was no difference in the level of feeling of knowing, state curiosity, and state anxiety in the task of scientific and everyday contexts. In the case of familiarity, there was no consistent tendency in the concept of thermal equilibrium and heat insulation. And the group who recognized the task context familiarly had higher feeling of knowing and lower state anxiety than the group who recognized the task context unfamiliarly. Second, familiarity and feeling of knowing showed high positive correlation, state anxiety and familiarity showed negative correlation, and state anxiety and feeling of knowing had also negative correlation. In addition, familiarity had a negative effect on state anxiety, and FOK had a positive effect on state curiosity and a negative effect on state anxiety. There was no significant moderating effect of the task context. Third, in case of state curiosity, the group perceived the knowledge gap was very small had the highest state curiosity, and the group perceived the knowledge gap was very large had the lowest state curiosity. In case of state anxiety, the less the knowledge gap was perceived, the lower the anxiety was triggered. This study broadens our understanding of the learning process and provides implications for effective instruction strategies for students' cognitive and emotional states.

• Korean Journal of Child Studies
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• v.30 no.2
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• pp.1-13
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• 2009

This study examined the extent to which young children's scientific inquiry capabilities and curiosity are affected by their mothers' awareness about science education and their mutual interaction. Instruments were Levels of Mothers' Awareness about Science Education and Interaction with Children (Jeon, 2006), Children's Scientific Thinking Capabilities (Lee, 2000), and Children's Curiosity (Lee, 2001). Differences between high-and low-ranked groups were analyzed by t-tests. Results showed that children whose mothers displayed high levels of awareness about science education and mutual interaction showed better scientific inquiry capabilities and curiosity than children whose mothers did not display such high levels. By confirming the significant role of mothers in their children's science education these results can be an aid to parent education.

• Korean Journal of Child Studies
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• v.27 no.4
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• pp.1-16
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• 2006

This study investigated the effectiveness of the Developmentally Appropriate Instruction Model for Science(DAIM-S) on increasing scientific curiosity and problem solving in young children. Subjects were 60 5-year-old middle class children, randomly assigned to one of two groups: either the DAIM-S group or the direct instruction group. For 2 months, the children in both groups took part in 21 science activity sessions. Both before and after treatment, subjects were tested on curiosity and scientific problem solving. The DAIM-S group showed higher achievement than the direct instruction group in the acquisition of curiosity and scientific problem solving. From these results, the researchers suggest application of the DIAM-S to the science teaching of young children.