• The Journal of The Korea Institute of Intelligent Transport Systems
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• v.22 no.5
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• pp.182-199
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• 2023

Since 2021, government departments have been promoting Automated Driving Technology Development and Innovation Project as national research and development(R&D) project. The automated vehicles and service technologies developed as part of these projects are planned to be subsequently provided to the public at the selected Living Lab City. Therefore, it is important to determine a spatial area and operation section that enables safe and stable automated driving, depending on the purpose and characteristics of the target service. In this study, the static Operational Design Domain(ODD) elements for Level 4 automated driving services were reclassified by reviewing previously published papers and related literature surveys and investigating field data. Spatial analysis techniques were used to consider the reclassified ODD elements for level 4 in the real area of level 3 automated driving services because it is important to reflect the spatial factors affecting safety related to real automated driving technologies and services. Consequently, a total of six driving mode changes(disengagement) were derived through spatial information analysis techniques, and the factors affecting the safety of automated driving were crosswalk, traffic light, intersection, bicycle road, pocket lane, caution sign, and median strip. This spatial factor analysis method is expected to be useful for determining special areas for the automated driving service.

• Journal of Music and Human Behavior
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• v.21 no.2
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• pp.77-105
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• 2024

This study explored whether story-based interactive music activities improve play interactions between children with developmental disabilities (DD) and typically developing (TD) children at an integrated daycare center, and whether these activities influence TD children's attitudes towards their DD peers. The participants included six children with DD, aged 3-5 years, and 21 TD peers. They attended 10 sessions, each 30 minutes, twice a week. Play interactions were observed during free play after each session, and TD children's attitudes towards peers with DD were assessed before and after the intervention. The results showed that children with TD and DD in the integrated group showed significantly reduced disengagement, with notable improvements in joint action for TD children and joint attention for DD children. However, there were no significant changes in peer acceptance among TD children in the integrated group while there was a significant decrease in the non-integrated group. This study highlights that story-based interactive music activities effectively enhance interactions between TD and DD children. However, the limited impact on peer acceptance suggests the need for more long-term and systematic interventions, considering the children's developmental levels. The study also emphasizes the importance of tailored approaches that address the individual needs of both TD and DD children, providing valuable insights into the direction of systematic interventions at a time when the importance of social integration is increasingly recognized.