• 한국HCI학회:학술대회논문집
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• 2009.02a
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• pp.1109-1113
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• 2009

Exchange of data between users and system is made by users' inputting their information into HTML input forms like when signing up in websites or buying in online shopping malls. If users make a mistake of inputting their information, the system gives an error message in order for users to correct their mistakes. Although ISO recommends immediate feedback, Bargas et al. gave a report that feedback in all after filling forms out is more usable than feedback one by one when inputting data online. We made a comparative experiment on usability under each case of feedback one by one and feedback in all. The result is immediate feedback is more usable and satisfactory. The analysis of data resulted that immediate feedback produced fewer error and gets higher subjective ratings.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.22 no.3
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• pp.318-327
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• 2015

Purpose: The purposes of this study were to compare confidence in practice of intermittent gavage tube feeding and participants' satisfaction by three types of feedback; professor verbal feedback, professor feedback with smartphone video, and peer feedback with smartphone video. In addition, frequently failed items in the intermittent gavage tube feeding procedure were analyzed. Methods: Data were collected from a convenience sample of 78 nursing college students in November 2014. Students were randomly assigned to the control group, experimental group I (smartphone video with professor feedback) or group II (smartphone video with peer feedback). Data were analyzed using descriptive statistics including chi-square test, ANOVA, and Scheffe test with SPSS 21.0. Results: Confidence in practice of intermittent gavage tube feeding and satisfaction with feedback were highest in experimental group I that had professor feedback with smartphone video. For the procedure, the most frequently failed item was giving an explanation to patients about the purpose and the procedure of tube feeding. Conclusion: The results indicate that professor verbal feedback with smartphone video is the most benefit to the nursing students in acquiring core nursing practice skills.

• The Journal of Korea Institute of Information, Electronics, and Communication Technology
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• v.13 no.6
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• pp.461-469
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• 2020

In this paper, we propose a PCA-based feature feedback method for extracting important areas of handwritten numeric data sets and face data sets. A PCA-based feature feedback method is proposed by extending the previous LDA-based feature feedback method. In the proposed method, the data is reduced to important feature dimensions by applying the PCA technique, one of the dimension reduction machine learning algorithms. Through the weights derived during the dimensional reduction process, the important points of data in each reduced dimensional axis are identified. Each dimension axis has a different weight in the total data according to the size of the eigenvalue of the axis. Accordingly, a weight proportional to the size of the eigenvalues of each dimension axis is given, and an operation process is performed to add important points of data in each dimension axis. The critical area of the data is calculated by applying a threshold to the data obtained through the calculation process. After that, induces reverse mapping to the original data in the important area of the derived data, and selects the important area in the original data space. The results of the experiment on the MNIST dataset are checked, and the effectiveness and possibility of the pattern recognition method based on PCA-based feature feedback are verified by comparing the results with the existing LDA-based feature feedback method.

• English Language & Literature Teaching
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• v.15 no.4
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• pp.237-264
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• 2009

The present study explores patterns of teachers' corrective feedback and learners' uptake in Korean EFL undergraduate classroom setting. It also examines consistencies and discrepancies in the perception of corrective feedback by teachers and learners. Teachers' and learners' preferences and perception of corrective feedback are further analyzed to determine whether or not those differ from actual practices in English language learning classrooms. The results of the study are as follows. First of all, teachers' corrective feedback type varied according to the learners' error type and English proficiency level. There was a lack of consistency between the teachers' feedback practices and the learners' error types. Second, for the phonological errors, learners' data witnessed the most frequent uptake on recast. For the other error types, however, the learners' uptake rates were high for the explicit corrective feedback. Third, the teachers' explicit knowledge of corrective feedback was rather low and the preferences differed from teacher to teacher. The teachers' feedback perception and preferences did not consistently reflect their actual practices. Finally, patterns of the learners' expectations of corrective feedback varied according to learners' proficiency level. Teachers' and learners' expectations of corrective feedback were also compared and some mismatches were detected.

• Proceedings of the Korean Geotechical Society Conference
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• 1999.10a
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• pp.103-108
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• 1999

This paper describes development of a new automated real-time system which preforms measurement data reduction and management, geotechnical backanalysis, and feedback design for embankment construction on soft ground. Such a system can be an effective, useful and economical tool for managing a large site development on soft ground. The system consists of data base system to characterize soil properties and identify instrumentation, analysis system for ground behavior and stability coupled with automatic monitoring system, and feedback design system which is a new technique to reflect the analysis of measured ground behavior against original design.

• Asia pacific journal of information systems
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• v.33 no.4
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• pp.1118-1134
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• 2023

Previous research has shown that employees tend to react more positively to corrective feedback from supervisors to the extent they perceive that they were treated with empathy, respect, and concern towards fair interpersonal treatment in receiving the feedback information. Then, to facilitate effective supervisory feedback and coaching, it would be useful for organizations to monitor the contents of feedback exchanges between supervisors and employees to make sure that supervisors are providing performance feedback using languages that are more likely to be perceived as interpersonally fair. Computer-aided text analysis holds potential as a useful tool that organizations can use to efficiently monitor the quality of the feedback messages that supervisors provide to their employees. In the current study, we applied computer-aided text analysis (using closed-vocabulary text analysis) and machine learning to examine the validity of language-based algorithms trained on supervisor language in performance feedback situations for predicting human ratings of feedback interpersonal fairness. Results showed that language-based algorithms predicted feedback interpersonal fairness with reasonable level of accuracy. Our findings provide supportive evidence for the promise of using employee language data for managing (and improving) performance management in organizations.

• Journal of Information Technology Services
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• v.22 no.1
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• pp.43-56
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• 2023

With the development of the e-commerce market, various types of products continue to be released. However, customers face an information overload problem in purchasing decision-making. Therefore, personalized recommendations have become an essential service in providing personalized products to customers. Recently, many studies on GCN-based recommender systems have been actively conducted. Such a methodology can address the limitation in disabling to effectively reflect the interaction between customer and product in the embedding process. However, previous studies mainly use implicit feedback data to conduct experiments. Although implicit feedback data improves the data scarcity problem, it cannot represent customers' preferences for specific products. Therefore, this study proposed a novel model combining explicit and implicit feedback to address such a limitation. This study treats the average ratings of customers and products as the features of customers and products and converts them into a high-dimensional feature vector. Then, this study combines ID embedding vectors and feature vectors in the embedding layer to learn the customer-product interaction effectively. To evaluate recommendation performance, this study used the MovieLens dataset to conduct various experiments. Experimental results showed the proposed model outperforms the state-of-the-art. Therefore, the proposed model in this study can provide an enhanced recommendation service for customers to address the information overload problem.

• Journal of International Academy of Physical Therapy Research
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• v.9 no.4
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• pp.1602-1607
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• 2018

This study examined the correlation between power error (PE) and velocity error (VE) according to the condition and frequency of self-controlled feedback (SCF) during knee extension. One hundred participants were randomly assigned to 30% SCF, 70% SCF, 30% yoked feedback (YF), 70% YF and control group, respectively. The SCF group was provided with feedback when they requested it, whereas the YF group did not influence the feedback schedule. Participants in the control group were not given any visual feedback during the experiment. The isotonic, isometric, and isokinetic dynamometer (PRIMUS RS, BTE, USA) was used to measure the power and velocity error during knee extension. The collected data was analyzed using a Pearson test and SPSS 21.0. The correlation between PE and VE according to the condition and frequency of feedback on each phase during knee extension was significant. Both PE and VE were significantly higher when the feedback was provided with high frequency, passive, and no feedback. Our study suggests that application of SCF can help to improve the proprioception of the healthy person while reducing errors through low frequency and active feedback.

• The Transactions of the Korean Institute of Electrical Engineers
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• v.43 no.6
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• pp.982-990
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• 1994

In this paper, we consider feedback-kinearizing control of brushless dc motors which have been increasingly used in high-performance servo applications, We completely characterize the whole class of the feedback controllers that enable the brushless dc motors to behave like linear systems but without torque ripple. The whole class of the feedback-linearizing controllers is characterized in the explicit form which contains a function to be chosen freely. The previously known controllers correspond to either the particular ones in our whole class of the feedback-Linearzing controllers or their truncated Fourier expansions. This free function can be used to achieve other control objectives as well as linear dynamic characteristics. Furthermore, our feedback-linearizing controllers can be easily determined from the measurement data of back EMF.

• Educational Technology International
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• v.24 no.2
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• pp.237-262
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• 2023

This study focuses on the instructor's role in student-centered learning and aims to test the effects and moderating role of instructor feedback on perceived loafing in team project-based learning. A conditional effect model including team efficacy, perceived loafing, instructor feedback, and team performance was proposed. Data were collected from students who registered for team project-based learning courses at a university in South Korea. A total of 420 cases were subjected to moderated mediation analysis. The results demonstrated that instructor feedback was negatively related to perceived loafing and moderated the relationship between team efficacy and perceived loafing. Furthermore, instructor feedback moderated the relationship between perceived loafing and team performance. In particular, even when perceived loafing was high, students who received frequent instructor feedback were found to significantly reduce the damage to team performance. Based on these findings, the importance of instructors' facilitation in team project-based learning is discussed.