• Journal of the Korea Safety Management & Science
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• v.11 no.4
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• pp.77-83
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• 2009

The purpose of this study was to examine the relative effectiveness of immediate feedback and informational prompt on safe sitting behaviors that may cause VDT syndromes. Participants were three white color workers and an ABCB within-subject design was adopted. Safety Posture System was developed specifically for the present study. The system could detect participants' unsafe sitting postures using sensors and provide feedback and prompt on the computer monitors. The results indicated that both immediate feedback and informational prompt considerably increased safe sitting behaviors. More importantly, the immediate feedback was more effective than the informational prompt in increasing safe sitting behaviors.

• Physical Therapy Rehabilitation Science
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• v.12 no.3
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• pp.327-333
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• 2023

Objective: The purpose of this study was to investigate the effects of wearing an immediate vibration feedback device at the lumbar region on the spine angle in a sitting position. Design: Cross-sectional study. Methods: The subjects were 28 healthy university students who were randomized to three interventions. Each condition (A: in a normal chair with an immediate feedback device, B: on the gym ball, C: in a normal chair) spent 10 minutes watching the video, and the order of the experiments was randomized, and the measurements were taken consecutively. Results: The results showed significant differences in cervical and thoracic angles between conditions and time. Post hoc tests showed no difference at 1 minute, but significant differences at 5 and 10 minutes. Conclusions: In conclusion, all angles increased over time in all conditions, but the condition of wearing an immediate vibration feedback device with a lower increase was more useful in maintaining spinal angles than the other two conditions. This study suggests that immediate vibration feedback devices may be an alternative to prevent the loss of spinal angle in occupations and environments with prolonged sedentary postures, and further research is needed to investigate the effectiveness of prolonged application.

• Physical Therapy Korea
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• v.7 no.1
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• pp.55-63
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• 2000

Physical therapists have been using balance and weight shifting training to induce improvements in standing and walking. This study compared the effects of kinetic feedback frequency and concurrent kinetic feedback on the performance and learning of a weight shifting skill in young, nondisabled adults. Sixteen young adults without known impairment of the neuromusculoskeletal system volunteered for the study. Subjects in each of three kinetic feedback groups performed a weight shifting task in an attempt to minimize error between their effort and a center of pressure (COP) template for a 12 second period. Feedback was provided: 1) concurrently (concurrent feedback), 2) after each trial (100% feedback), 3) after every other trial (50% feedback). Immediate and delayed (24 hour) retention tests were performed without feedback. During acquisition phase, the concurrent feedback group exhibited less error than either of the post response feedback group. For the immediate retention test, the 50% feedback group exhibited less error than did the 100% feedback and concurrent feedback. During the delayed retention, 50% feedback group displayed less error than did the other groups. But no significant differences were found between groups. These results suggest that practice with concurrent feedback is beneficial for the immediate performance, but not for the learning of this weight shifting skill. Lower frequency of feedback resulted in more permanent changes in the subject's ability to complete the task.

• Smart Media Journal
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• v.6 no.4
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• pp.79-87
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• 2017

Differ from elder generation, active senior possesses the active characteristics of young people. In this research, the active senior users' UX problem was analyzed by Sundar's 'Interface Assessment'. According to Interface Assessment, the user's subjective user experience in GUI interactive can be divided into five elements, which are 'Visible', 'Desired Outcome', 'Immediate Feedback', 'Intuitiveness', 'Perceived Ease of Use'. Based on these five elements, user's behavior and perception experience during interface using were analyzed to classify UX problems. Next, Correlation Analysis was conducted to find out the relationship between the elements of Interface Assessment and user's subjective experience using PSSUQ as comparing data, and SPSS 22 version as statistic software. The result of this research was presented below: First, active senior user's biggest UX problem can be classified with 'Desired Outcome' in App using. Second, the correlation between the two elements, 'Desired Outcome', 'Perceived Ease of Use', and the PSSUQ result was statistically significant, but the correlation between the other three elements, 'Visible', 'Immediate Feedback', 'Intuitiveness', and the PSSUQ result were not statistically significant. According to the result, active senior users do have different characteristics compared with elder generation. The UX problems classified with 'Desired Outcome' and 'Perceived ease of use' apparently affect user's subjective experience, while the problems classified with 'Visible', 'Immediate feedback', 'Intuitiveness' show no evidence in affecting user's subjective experience. This phenomenon could be explained by the cumulative effects of PC or smartphone use. Through the analysis of multiple UX elements in this paper, better App interface could be developed according to active senior's needs.

• 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 Gifted/Talented Education
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• v.20 no.3
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• pp.721-741
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• 2010

This study was to analyze verbal interactions between teachers and students after observations on teachers' questioning and feedback, students' response types and frequency analysis at middle-school class of average and gifted students. As for the verbal interaction between teachers and students of science class of general students, it was dominant for teachers to utilize questions for summarizing or guiding for textbook contents as they are. They were focused on immediate feedback in a restatement form. The students used simple responses like yes/no in general. The most high frequency of verbal interaction models expressed were in the order of cognitive-memory thinking question-short answer-immediate feedback. On the other hand, teachers of gifted students' science class threw divergent and evaluative thinking questions of open question, such as 'what's the reason?' or 'why is it?' Immediate feedback in explanatory form was mainly provided as well. The level of feedback delay was higher than general class and that of immediate feedback was lower than general class. The students preferred short words or a not-complicated sentence when they replied and their participation was more attentive and positive. Hence, The high frequency of verbal interaction models expressed were in order of cognitive-memory thinking questions－elaborative short answer－delayed feedback.

• Journal of Electrical Engineering and Technology
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• v.13 no.1
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• pp.493-500
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• 2018

This paper addresses a decentralized observer-based output-feedback formation control problem for multiple unmanned underwater vehicles (UUVs). The complex nonlinear model for a UUV is feedback-linearized. It is assumed that each UUV in the formation exploits only the information regarding itself and the immediate predecessor, which imposes structural constraints on the formation controller gain matrices. The design condition is presented as a two-stage linear matrix inequalities problem. The synthesized controller demonstrates its own advantages through a numerical example.

• Journal of Korean Elementary Science Education
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• v.43 no.1
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• pp.64-80
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• 2024

This study aims to investigate the characteristics of verbal interaction in science class demonstrations conducted by elementary school pre-service teachers. Specifically, the study intends to examine the use of elements of verbal interaction and the progression of these interactions. Additionally, the study intends to analyze the perception of pre-service teachers about effective questioning and feedback and to determine the correlation between the proportions of the types of questioning and feedback positively perceived by the pre-service teachers and of the types of questioning and feedback used during class demonstration. Toward this end, the study analyzed the science class demonstration videos and class evaluation sheets submitted by 38 fourth-year students at the S University of Education. The results are as follows. First, pre-service elementary school teachers generally use close-ended questions during science class demonstrations. Moreover, they predicted that students would primarily provide the correct responses and would not engage in extended interaction by providing immediate feedback for the responses of the majority of the students. Second, pre-service elementary school teachers perceived the utilization of close-ended questions and immediate feedback in science class demonstrations more favorably than they did that of open-ended questions and delayed feedback. The study observed a weak positive correlation between the positive perception of specific types of questions and feedback and the use of such types in class demonstration. The results demonstrated that pre-service elementary school pre-service teachers tend to engage in fragmented verbal interactions during science class demonstrations. They primarily use close-ended questions and immediate feedback. This tendency is seemingly related to their perception of questions and feedback. Therefore, education institutions for training pre-service teachers need to provide opportunities for reflecting on verbal interactions, which tend to involve close-ended questions and immediate feedback. Lastly, assessing the perception of pre-service teachers of questions and feedback is also necessary.

• Journal of the Korean Society of Physical Medicine
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• v.18 no.3
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• pp.47-53
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• 2023

PURPOSE: A visual feedback method was proposed to induce brain stimulation in a stroke patient, and among them, there was a treatment using a mirror. On the other hand, mirror therapy focuses only on the functional changes in body movements, and analysis of neurophysiological mechanisms of brain activity is lacking. In addition, studies on evaluating the activity and response generated in specific brain regions during visual feedback training using mirrors are insufficient. METHODS: Fifteen healthy adults (male: 10, female: 5, Years: 23.33 ± 1.23), who were right-handed were recruited. By attaching the C3, Cz, and C4 channels in the sensorimotor cortex using an electroencephalogram, training was performed under the conditions without mirror-based visual feedback (No-condition) and with visual feedback (Tasks-condition). At this time, the immediate activity of the mu-rhythm in response to training was separated and evaluated. RESULTS: The tasks-condition of C3, Cz, and C4 channels activated the relative mu-rhythm rather than the no-condition, and all showed significant differences (p < .05). In addition, in all channels at the start time, the tasks-condition was more active than the no-condition (p < .05). The activity of the cortical response was higher in the tasks-condition than in the no-condition (p < .05). CONCLUSION: The mu-rhythm activity can be evaluated objectively when visual feedback using a mirror is applied to healthy subjects, and a basic analysis protocol is proposed.

• Journal of Practical Engineering Education
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• v.16 no.1_spc
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• pp.11-19
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• 2024

Web programming courses are often included in university Computer Science programs as introductory and foundational computer programming courses. However, amateur programmers often have difficulty learning how to integrate HTML, CSS, JavaScript, and various preprocessors or libraries to create websites. Additionally, many web programming mistakes do not produce visible output in the browser. Therefore, in recent years, Front-End Code Playground (FECP) tools that incorporate HTML, CSS, and JavaScript into a single, online web-based application have become popular. These tools allow web coding to happen directly in the browser and provide immediate visual feedback to users. Such immediate visual feedback can be particularly beneficial for amateur coders to learn and practice with. Therefore, this study gathers data on various FECP tools, compares their differences, and provides an analysis of how such tools benefit students. This study concludes with an outline of the application of FECP to web programming courses to enhance the learning experience.