• Journal of the Korean Institute of Illuminating and Electrical Installation Engineers
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• v.26 no.7
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• pp.70-76
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• 2012

In general, the unidirectional power flow is normal in distribution feeders before activation of distributed power source such as PV. However, the interactive power flow is likely to occur in case of the power system under distributed generation. This interactive power flow can cause an unexpected effect on convectional protection coordination systems designed based only on the unidirectional power flow system. When the power line system encounters a problem, the interactive power flow can be a contributed current source and this makes the fault current bigger or smaller compared to the unidirectional case. The effect of interactive power flow is varied depending on the location of the point to ground fault, relative location of the PV, and connection method. Therefore it is important to analyse characteristics of fault current and interactive flow for various transformer connection and location of the PV. This paper proposes a method of improved protection coordination which can be adopted in the protective device for customers in distribution feeders interconnected with the PV. The proposed method is simulated and analysed using PSCAD/EMTDC under various conditions.

• International Journal of Precision Engineering and Manufacturing
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• v.3 no.4
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• pp.72-77
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• 2002

The load interaction effect can be best illustrated by the phenomenon of overload retardation. Some prediction methods for retardation are reviewed and the problems discussed in the present paper. The so-called under-load effect much of the retardation disappears if a very low level minimum stress follows the overload, is also of importance for a prediction model to work properly under random load spectrum. The concept of Interactive Zone (IZ) fully considering reversed plasticity during unloading was discussed. This IZ concept can be combined with existing models to derive some improved models that can naturally take account of the under-load effect. Some simulations by IZ improved models for test under complex load sequences including multiple overloads and both over/under loads are compared with test results. It is seen that the improvement by IZ concept greatly enhanced the ability of existing models to accommodate complex load interaction effects.

• Asia pacific journal of information systems
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• v.9 no.2
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• pp.39-58
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• 1999

This paper determines the interactive effects of information technologies(IT) on corporate performances. IT was measured inclusively in terms of technology level, information level, functional level, and management level. Corporate performances were composed of the effectiveness of IT and the financial performance of a corporation. The effectiveness of IT was measured in terms of satisfaction with the support of IT department and with output information, whereas financial performance of corporation was measured in terms of market growth and profitability. Theoretical and empirical analyses lead to the followings. In the theoretical aspect, IT in a corporation needs to be measured broadly. And a study of IT related to corporate performance needs to use either a conversion effectiveness model or an intermediate effect model rather than a direct effect model. In the empirical aspect, the effectiveness of IT within an organization improves with some of the interactive effect of ITs including technology level, information level, functional level, and management level. So do some of the financial performances of a corporation.

• Communications of Mathematical Education
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• v.31 no.4
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• pp.409-432
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• 2017

The purpose of this study is to find out the importance of process - based evaluation and to find a way to set up and operate the formative assessment which is getting attention. As one of the ways, we investigated the effect of formative assessment through student's interactive feedback on mathematics achievement and attitude of fourth grade students in elementary school. In order to conduct the study, two groups of homogeneous grades were selected. In the experimental group, formative assessment was conducted through student's interactive feedback. In comparison group, formative assessment was conducted through self - confirmation feedback. Statistical analysis of the results after the experiment showed that the formative assessment through student's interactive feedback was found to have a positive effect on the improvement of mathematics achievement. In addition, the formative assessment through student's interactive feedback positively changed the mathematics attitude. Therefore, this suggests that applicability of formative assessment through student's interactive feedback in elementary school classroom instruction, as well as implications for follow - up study for effective implementation of formative assessment.

• International Journal of Computer Science & Network Security
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• v.21 no.12spc
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• pp.365-374
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• 2021

This study set off to explore the effect of interactive videos on developing mind mappings skills required for the common first-joint year students at Umm Al-Qura University. Towards this end, the experimental research design of a quasi-experimental of two experimental groups was adopted. The research tools consisted of an achievement test of the cognitive aspects of mind mapping skills and a product evaluation form of mind mapping skills. Results showed statistically significant differences at the significance level (α 0.05) between the mean scores of the two experimental groups who studied the educational video regardless of the type of video in the pre-post cognitive test of the mind mapping skills and the form of product evaluation. Besides, there are statistically significant differences at the significance level (0.05≥α) between the mean scores of the first experimental group who studied the conventional educational video and the mean scores of the second experimental group who studied the interactive educational video. This significant difference was in the posttest of mind mapping skills and in favor of the group who studied the interactive educational video. Nevertheless, there were no statistically significant differences at the significance level (0.05≥α) between the mean scores of the first and second experimental groups in the post-application of the product evaluation form of mind mapping skills. The researcher recommended using the interactive video in teaching courses to common first-year students. It also recommends organizing courses for the faculty members to train them on using interactive videos in their teaching.

• Journal of Digital Convergence
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• v.18 no.4
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• pp.193-200
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• 2020

In this study, we investigated the effect on digital signage, a new outdoor advertising medium. Specifically, this research examined the differential effects of interactive digital signage and simple touch digital signage through control variables such as involvement and self-efficacy. As a result, interactive digital signage showed positive advertising effect compared to simple touch digital signage. In addition, interactive digital signage has a more positive effect than simple touch digital signage when involvement is self-efficacy is high. However, the effect of the digital signage types was not significant when the self-efficacy was low. Lastly, involvement did not affect the effects of digital signage types. In this study, we can help to establish a customized customer strategy that can maximize digital signage effect.

• Therapeutic Science for Rehabilitation
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• v.7 no.4
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• pp.57-66
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• 2018

Objective: The purpose of this study is to investigate the effect of interactive metronome (IM) training on attention among children on the autistic spectrum. Methods: This is a single case study, using ABA design, of one child with autism spectrum disorder (ASD) who had attentional difficulties. A total of 20 sessions were conducted: 3 baseline sessions (A), 14 intervention sessions (B), and 3 follow-up baseline sessions (A'). During the intervention period (B), IM training was performed. Inattention and attention activities were measured as the dependent variables in all three phases (A, B, and A'). Results: Compared to baseline, the subject's inattention decreased in the IM training mediation period, and the performance of activities requiring attention also improved. The intervention effect was maintained even during the follow-up baseline period. Conclusion: The results of this study suggest that IM training positively influences attention among children with ASD with attention deficit symptoms. Further, it provides the clinical basis of IM training as an intervention for children with ASD.

• Journal of The Korean Association of Information Education
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• v.22 no.3
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• pp.297-305
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• 2018

Physical computing is the concept of expanding computing to humans, environments, and objects. It draws attention as a programming learning medium based on physical outputs in integration of hardware and software. This study developed a programming learning model based on interactive prototyping using the characteristics of physical computing with a high degree of technical freedom and analyzed its learning effect in an experiment. To examine the effect of the experimental treatment, this researcher divided fifty nine 5th-grade elementary students into an experimental group and into a control group. the interactive prototyping programming learning model was applied to the experimental group, and a linear sequential programming learning model was applied to the control group. Information Science Creative Personality Test was conducted before and after the experimental treatment. Analysis of Covariance was conducted with the pre-test scores of the two groups. As a result, it was proved that there was the effect of learning at the significance level of .05. It indicates that the physical computing based interactive prototyping programming learning model is applicable to the programming learning for 5th-grade elementary students.

• Journal of Creative Information Culture
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• v.7 no.3
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• pp.145-155
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• 2021

In this study, a SW interactive education training program for elementary school teachers was developed in order to cultivate the SW competency of teachers who apply SW education to schools, and the effect was analyzed by applying it to the school training site. For the development of the training program, the training development direction was set based on the current SW teacher training program, and an interactive training program was opened so that training could be conducted in a non-face-to-face situation in the COVID-19 situation. The developed training program was applied to 104 elementary school teachers in Gyeonggi-do. In order to analyze the effectiveness of the interactive training program, a survey on professor efficacy and satisfaction was conducted, and positive results were confirmed in terms of professor efficacy and program satisfaction. As it is expected that various SW/AI education training for teachers will be conducted as interactive training in the future, it is judged that it is necessary to conduct an analysis study on the effect of SW/AI training training.

• Journal of the Korean Home Economics Association
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• v.43 no.4 s.206
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• pp.187-201
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• 2005

This study investigated the relations of personal variables and environmental variables to the peer bullying experienced by fifth- and sixth-grade children. One result was a significant sex difference in the buoying but not in the victimization. The victimization of boys was influenced by withdrawal and assertiveness. Aggression, emotional regulation and withdrawal were important predictors for buoying, whereas withdrawal and aggression were important predictors for victimization among girls. The interactive effect of withdrawal and teacher's support on victimization was statistically significant only for boys, whereas the interactive effect of aggression, maternal affection and teacher's support on bullying was statistically significant only for girls.