• Journal of Families and Better Life
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• v.24 no.2 s.80
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• pp.15-26
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• 2006

The purposes of this study were (1) to investigate children's personalized inferences of characters emotional reactions depending on character's personality trait, emotional situation, children's age and gender, (2) to investigate children's personalized inferences of character's behavioral reactions depending on character's personality trait, emotional situation, children's age and gender, (3) to investigate differences between children's personalized inferences of character's emotional reaction and that of character's behavioral reactions. The subjects were 103 children from three age groups (thirty-four 3-year-olds, thirty-three 5-year-olds and thirty-six 7-year-olds). The statistical methods adopted for the data analysis were frequency, percentile, mean, standard deviation, repeated measure ANOVA and paired t-test. The result showed that there were significant differences in children's personalized inferences of character's emotional reaction depending on character's personality trait, emotional situation and their age. There were significant differences in children's personalized inferences of character's behavioral reaction depending on children's age and gender. There were significant differences between personalized inferences of character's emotional reaction and behavioral reactions.

• The Journal of Industrial Distribution & Business
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• v.8 no.7
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• pp.51-61
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• 2017

Purpose - Present study investigates character identification and emotional response to character that may affect consumers' intention to purchase the character-attached products. And this study explores whether symbolic relevance and object relevance affect the character identification, and whether character attractiveness and character salience affect the emotional response to characters. Research design, data, and methodology - SNS characters, animated characters, game characters, and traditional characters were used as experimental characters. And stationery as experimental product was used. 250 college students participated in the empirical study, and structural equation model was used to verify hypotheses. Results - First, the character identification and emotional response to characters affected the intention to purchase the products positively, and the emotional response to characters also positively affected character identification; second, symbolic relevance had no positive impact upon character identification, while object relevance had positive influence on character identification; and third, character attractiveness and salience had a positive effect on the emotional response. Conclusions - Present study contributes to the progress of character theories. Marketers should find ways to increase consumers' object relevance to characters and the level of characters' attractiveness and salience in order to promote the intent to purchase the products.

• Proceedings of the KIEE Conference
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• 2007.04a
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• pp.328-330
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• 2007

Emotion is getting one of the important elements of the intelligent service robots. Emotional communication can make more comfortable relation between humans and robots. We developed emotional head robot system using 3D character. We designed emotional engine for making emotion of the robot. The results of face recognition and hand recognition is used for the input data of emotional engine. 3D character expresses nine emotions and speaks about own emotional status. The head robot has memory of a degree of attraction. It can be chaIU!ed by input data. We tested the head robot and conform its functions.

• The Journal of Korean Philosophical History
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• no.25
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• pp.7-40
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• 2009

The aim of this paper is to establish the theoretical foundation on "the integrative study of the character education for the promotion of social and emotional competencies of children.". Based on the social and emotional learning(SEL), this paper is tried to find out the effective ways to develop children's good character. According to SEL, social and emotional competence is the ability to understand, manage, and express the social and emotional aspects of one's life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. And it is also the process of acquiring and effectively applying the knowledge, attitudes, and skills necessary to recognize and manage emotions. Five key competencies such as self-awareness, social awareness, responsible decision making, self-management, relationship skills are taught, practiced, and reinforced through SEL programming. Both the social and emotional learning movement and the character education share in common the idea that much of human character can be modified for the better through learning. While character educators engage in developing civic virtue and moral character in our youth for more compassionate and responsible society, SEL educators engage in educating for a safe, secure, caring society. To effectively teach social and emotional competencies, the teachers themselves must embrace a teaching and learning philosophy that models the attitudes, feelings, and behaviors we aim to teach.

• Journal of the Korean Society of Clothing and Textiles
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• v.47 no.5
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• pp.873-890
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• 2023

This study analyzed users' emotional responses to VI character design through YouTube comments. The researchers applied text-mining to analyze 116,375 comments, focusing on terms related to character design and characteristics of VI. Using the BERT model in sentiment analysis, we classified comments into extremely negative, negative, neutral, positive, or extremely positive sentiments. Next, we conducted a co-occurrence frequency analysis on comments with extremely negative and extremely positive responses to examine the semantic relationships between character design and emotional characteristic terms. We also performed a content analysis of comments about Miquela and Shudu to analyze the perception differences regarding the two character designs. The results indicate that form elements (e.g., voice, face, and skin) and behavioral elements (e.g., speaking, interviewing, and reacting) are vital in eliciting users' emotional responses. Notably, in the negative responses, users focused on the humanization aspect of voice and the authenticity aspect of behavior in speaking, interviewing, and reacting. Furthermore, we found differences in the character design elements and characteristics that users expect based on the VI's field of activity. As a result, this study suggests applications to character design to accommodate these variations.

• Journal of Gifted/Talented Education
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• v.24 no.5
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• pp.829-849
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• 2014

The purposes of this study were to compare elementary gifted students with general students in respect of their character strengths, emotional intelligence and learning flow and to analyze the relationships. The results obtained in this study were as follows. First, the character strengths, emotional intelligence, and learning flow of the gifted students were higher than those of the general students. Humanity was the highest virtue for both gifted and general students. Gifted students showed a significantly lower mean difference in humility and modesty than that of general students. The gifted students showed a statistically higher mean value in the sub-regions of emotional intelligence and all sub-areas of the learning flow than that of the general students. Second, the strong correlations were found between character strengths and emotional intelligence, between character strengths and learning flow in gifted students. Third, the results showed that the character strengths of gifted students affected their emotional intelligence and learning flow significantly.

• The Journal of the Korea Contents Association
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• v.6 no.9
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• pp.116-123
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• 2006

This study aims to develop the game character to encompass more complicated motions, an upgrade from simple actions, to demonstrate different emotional state. The character takes a medium role in describing various situations by applying the motion of pantomimist and making a connection to the 3D character action. Motion acting is an upgraded version of the basic motion to show various emotional phases such as joy, anger, sorrow and pleasure. Moreover, it delivers clear messages through emotional acting in opposition to symbolic language and provides various perspectives of motion acting.

• Journal of the Korea Society of Computer and Information
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• v.18 no.9
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• pp.131-138
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• 2013

In this paper, I propose and evaluate the method that classifies emotional type of characters with their emotional words. Emotional types are classified as three types such as positive, negative and neutral. They are selected by classification of emotional words that characters speak. I propose the method to extract emotional words based on WordNet, and to represent as emotional vector. WordNet is thesaurus of network structure connected by hypernym, hyponym, synonym, antonym, and so on. Emotion word is extracted by calculating its emotional distance to each emotional category. The number of emotional category is 30. Therefore, emotional vector has 30 levels. When all emotional vectors of some character are accumulated, her/his emotion of a movie can be represented as a emotional vector. Also, thirty emotional categories can be classified as three elements of positive, negative, and neutral. As a result, emotion of some character can be represented by values of three elements. The proposed method was evaluated for 12 characters of four movies. Result of evaluation showed the accuracy of 75%.

• Journal of Digital Convergence
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• v.15 no.2
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• pp.361-368
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• 2017

This study analyzes into the characteristic appearance in distintion with emotional changes toward visual forms of psychology along with character development in the 3D animation industry. In this regard, the study seeks to propose essential targets of the five emotional characters from the Pixar's animation Inside-Out to prove psychological effects to the character's visual appearance. As a previous research, the study analysis the visual representations oriented toward both emotional facial expression and emotional color expression using both Paul Ekman and Robert Plutchik's human basic emotion research. The purpose of this study is to present the visual guideline of emotional character's appearance through the various human expression for differentiated character development in animation production.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.1
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• pp.417-424
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• 2017

This study investigated the relationship between pre-service early childhood teacher's metacognition and emotional intelligence on character development efficacy. The subjects were 218 pre-service early childhood teachers at university. A questionnaire, which required self-reporting by these teachers, was used to investigate the effect of their metacognition and emotional intelligence on character development efficacy. The data were analyzed by Pearson's correlation and stepwise regression. The study results were as follows. First, metacognition and emotional intelligence exerted an effect on the character development efficacy of pre-service early childhood teachers. Second, there were significant positive correlations between the metacognition and character development efficacy of the teachers. Third, there were significant positive correlations between the emotional intelligence and character development efficacy of the teachers. Fourth, emotional comprehension of others, emotional comprehension of own, error correction, and emotional activity were meaningful and influential variables on the teachers' self-leadership. These results increased the perception for the development of pre-service early childhood teacher curriculum about character development efficacy, metacognition and emotional intelligence of pre-service early childhood teachers.