• The Journal of the Korea Contents Association
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• v.20 no.2
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• pp.114-126
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• 2020

With the growth of information technology, people consume online video contents via mobile phone without time and location constraints. Drawing upon uses and gratification theory, this study examines the effects of usage motives and affinity on user activities on YouTube. Specifically, user activities are subdivided into pre-viewing and during-viewing activities in this study. Results show that convenient entertainment and social interaction are the significant indicators for pre-viewing activities, whereas five different motives significantly influence during-viewing activities. Furthermore, affinity is the significant determinant of the both activities. The theoretical and practical implications are also discussed.

• 한국체육학회지인문사회과학편
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• v.57 no.2
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• pp.387-397
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• 2018

This study analyzed the effects of participating in wholeness programs according to virtual reality(VR) viewing status on the cognitive function, depression and activities of daily living of elderly with dementia. The subjects were 8 elderly persons aged 75 years or older who were diagnosed with dementia by a neurologist who were divided into an experimental group of 4 subjects that participated in a wholeness program after 15 minutes of VR viewing and a control group of 4 subjects that participated in a wholeness program without viewing VR. Data were collected through pre and post test, and analyzed in the wholeness program conducted at K1 and K2 Senior Welfare Centers in Seoul from March 6 to April 14, 2017, twice every week for 60 minutes. As a result, there was no effect on cognitive function and activities of daily living, but there was a significant difference in depression, and it was confirmed that wholeness program activity after VR watching decreased depression of elderly with dementia.

• Journal of Korean Elementary Science Education
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• v.38 no.1
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• pp.87-101
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• 2019

The purpose of this study was to investigate elementary school teachers' perception and the status of education program on science museum field trips by using a questionnaire (188 teachers) and interview (6 teachers). The results of the research are as follows. First, factors influencing elementary school teachers who choose the science museum as a place for field trips were 'student's interest', 'teacher's own experience related to the science museum', 'science curriculum', 'suggestions from a fellow teacher', 'space available for field work' and so on. Second, 82% of the respondents conducted pre-education program, but they mainly conducted safety education. Third, the teacher conducted post-education program less than pre-education program. In the post-education program, the most activities were to express and share knowledge and experience gained from the science museum. Fourth, 52.2% of the teachers provided tasks or activity sheets during science museum field trips. Fifth, the teachers mainly served as safety guide. In addition, the teachers thought that safety guide was the most important role of teacher in science museum field trips. Sixth, the teachers thought that the method of viewing the science museum's collection, which emphasizes the role of docent rather than the teacher, was more educational.