• The Journal of the Korea Contents Association
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• v.13 no.5
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• pp.37-47
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• 2013

The objective of this research is to discover the rule of gameplay related to the task interdependence to analyse the behavior pattern of social gameplay. Previous literatures related to the gameplay were reviewed and game which was suitable for the gameplay of the task interdependence was selected. A party-play includes a team of five people in the experiment during the gameplay with think-aloud method and video/audio data about action protocol and verbal report were collected. The video observation and protocol analysis were conducted to analyse data. The objective coding scheme were developed from consolidated sequence model task analysis. The player's behavior was analysed. The result was revealed that four rules and four modified rules were included into the total eight behavior pattern. A behavior graph integrated with five gameplay was written. The excellent cooperative spot and error and failure place could be identified. The social gameplay behavior graph is expected to be the key practical design guideline on whether the level design and balance design are proper.

• Journal of Korean Academy of Nursing Administration
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• v.7 no.2
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• pp.301-314
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• 2001

The main purpose of this research is to describe comprehensively the processes of clinical decision making in novice critical care nurses through clinical experience. This research was an exploratory, longitudinal study using a fieldwork approach incorporating "think-aloud" method and in-depth interviews with the study participants. The study participants consisted of 5 novice nurses assigned to critical care units at a tertiary medical center located in Seoul, among a group of 27 novice nurses who started at the same period at this hospital. The data were collected from March 1999 to April 2000. The major findings of the study is that the novice nurses followed the analytic linear model of clinical decision making in the beginning, but were changed increasingly to follow the comprehensive, integrated model of clinical decision making. Through repeated experience that resulted in increasing repertoire of clinical schema and familiarity of task environments of clinical practice the novice nurses expanded their ability to arrive at comprehensive integration of information and to arrive at accurate and time-efficient decisions. Both the analytic, linear model mostly used at the beginning period and the comprehensive, integrated model that seems to be the mode significantly dependent upon experience seem to have strengths and weaknesses as decision making processes in clinical situations. Hence, it is imperative to develop an effective orientation and training program for novice nurses through the use of clinical preceptors. In addition, students should be exposed to the process of clinical decision making early in their nursing education through an appropriate clinical experiences and clinical assignments.

• The Journal of Industrial Distribution & Business
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• v.9 no.8
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• pp.35-40
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• 2018

Purpose - The purpose of this study is to conduct a monitoring study on the learning process of e-learning contents. This study has two research objectives. First, by conducting monitoring research on the learning process, we aim to explore the implications for content development that reflects future student needs. Second, we want to collect empirical basic data on the estimation of appropriate amount of learning. Research design, data, and methodology - This study is a case study of learner's learning process in e-learning. After completion of the study, an in-depth interview was made after conducting a test to measure the total amount of cognitive load and the level of engagement that occurred during the learning process. The tool used to measure cognitive load is NASA-TLX, a subjective cognitive load measurement method. In the monitoring process, we observe external phenomena such as page movement and mouse movement path, and identify cognitive activities such as Think-Aloud technique. Results - In the total of three research subjects, the two courses showed excess learning time compared to the learning time, and one course showed less learning time than the learning time. This gives the following implications for content development. First, it is necessary to consider the importance of selecting the target and contents level according to the level of the subject. Second, it is necessary to design the learner participation activity that meets the learning goal level and to calculate the appropriate time accordingly. Third, it is necessary to design appropriate learning support strategy according to the learning task. This should be considered in designing lessons. Fourth, it is necessary to revitalize contents design centered on learning activities such as simulation. Conclusions - The implications of the examination system are as follows. First, it can be confirmed that there is difficulty in calculating the amount of learning centered on learning time and securing objective objectivity. Second, it can be seen that there are various variables affecting the actual learning time in addition to the content amount. Third, there is a need for reviewing the system of examination of learning amount centered on 'learning time'.

• Journal of The Korean Association For Science Education
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• v.16 no.4
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• pp.389-400
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• 1996

The purposes of this study were to analyze chemistry problem solving processes of middle school students and to compare their problem solving behaviors in the aspects of the cognitive developmental level of student, the success in problem solving, and the context of problem. Their failures in solving problems were also analyzed in the aspects of problem solving stage and prior knowledge. Forty-two students individually solved four problems regarding density and solubility using a think-aloud method. Students' responses were analyzed after intercoder agreement for analyzing problem-solving processes had been established to be 0.94. The results were as follows: 1. Most students solved chemistry problems following the stages of understanding, planning, and solving, while few exhibited the behaviors of the reviewing stage. There was also individual difference in the number of the stages repeated and their behaviors at each stage. 2. Most students were successful in understanding problems. However, unsuccessful and/or concrete-operational students had more difficulties in understanding problems than successful and/or formal-operational students, and students tended to have more difficulties in understanding problems in everyday contexts than in scientific contexts. 3. Successful and/or formal-operational students exhibited more behaviors of the planning stage than unsuccessful and/or concrete-operational students. Students showed more behaviors of the planning stage, but failed more at this stage, in everyday contexts than in scientific contexts. 4. Most students did not review their solutions. Successful and/or formal-operational students exhibited these behaviors more than unsuccessful and/or concrete-operational students. Students tended to exhibit the behaviors more in everyday contexts than in scientific contexts. 5. Many students failed to solve problems correctly due to the lack of prior knowledge and the inability to plan appropriately.

• Journal of Digital Convergence
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• v.17 no.8
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• pp.379-384
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• 2019

This study is an online survey user experience study. The purpose of this research is user experience research to make use and development of online surveys. In-depth interviews were conducted with 8 native Koreans who were not experienced with Naver and Google, and were surveyed using Peter Morville's Honeycomb model. In addition, we performed evaluation through tasks and think-aloud. Naver is highly useful, usable, desirable and findable, and Google can confirm its superior accessible and flexible. Research has shown that improvements in usability and ease of functioning are needed by reclassifying and moving menu categories. Online survey user experience that has not been studied previously can predict the direction of usability improvement and can help the user side. We hope that this research will improve the usability of online surveys, and will lead to various related research.

• Journal of Digital Convergence
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• v.19 no.2
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• pp.339-344
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• 2021

The purpose of this study is to present measures to enhance non-face-to-face communication platform services by measuring the user experience elements of major videoconferencing platforms in the non-face-to-face era. As a method of research, the platform of Zoom and MS Teams was selected, and the factors affecting the user experience were evaluated in combination with task and Think Aloud, and seven Honeycomb models of Peter Mobil were reconstructed to be analyzed through surveys and in-depth interviews for each paragraph. Studies have shown that Zoom has high usability, usability, accessibility and searchability, and MS Teams have excellent attractiveness. Therefore, based on the results of this study, the guidelines for video conferencing platform services and the improvement of the interface were presented. Based on this study, we hope that the usability of videoconferencing will be improved, and that various related studies will proceed as follow-up studies.

• Journal of The Korean Association For Science Education
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• v.40 no.4
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• pp.385-398
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• 2020

This study aims to examine genetics problem-solving processes of high school students with different learning approaches. Two second graders in high school participated in a task that required solving the complicated pedigree problem. The participants had similar academic achievements in life science but one had a deep learning approach while the other had a surface learning approach. In order to analyze in depth the students' problem-solving processes, each student's problem-solving process was video-recorded, and each student conducted a think-aloud interview after solving the problem. Although students showed similar errors at the first trial in solving the problem, they showed different problem-solving process at the last trial. Student A who had a deep learning approach voluntarily solved the problem three times and demonstrated correct conceptual framing to the three constraints using rule-based reasoning in the last trial. Student A monitored the consistency between the data and her own pedigree, and reflected the problem-solving process in the check phase of the last trial in solving the problem. Student A's problem-solving process in the third trial resembled a successful problem-solving algorithm. However, student B who had a surface learning approach, involuntarily repeated solving the problem twice, and focused and used only part of the data due to her goal-oriented attitude to solve the problem in seeking for answers. Student B showed incorrect conceptual framing by memory-bank or arbitrary reasoning, and maintained her incorrect conceptual framing to the constraints in two problem-solving processes. These findings can help in understanding the problem-solving processes of students who have different learning approaches, allowing teachers to better support students with difficulties in accessing genetics problems.

• Journal of The Korean Association For Science Education
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• v.38 no.3
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• pp.369-378
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• 2018

In this study, we investigated the characteristics in the processes of generating analogy for lessons by pre-service science teachers. Eight pre-service teachers at a college of education in Seoul participated in this study. After the workshop of analogy in science education, they generated analogies for lessons. In order to investigate thought processes deeply, we used the think-aloud method and also conducted semi-structured interviews after their activities. Worksheets written by the pre-service teachers were collected. Their activities and interviews were recorded and videotaped. The characteristics in the processes of generating analogy were analyzed in the perspectives of student, analog, and concept. The analyses of the results revealed that they generated analogies to correct students' misconceptions and also considered misconceptions that could be caused by their analogies. They generated analogies using sources with which students are familiar. They also generated concrete and everyday analogies rather than abstract and artificial analogies. There were some cases where they did not clearly grasp the target concepts and expressed the concepts which were not covered in the unit. On the bases of the results, we suggest some educational implications for pre-service science teacher education.

• 한국HCI학회:학술대회논문집
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• 2009.02a
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• pp.876-883
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• 2009

Learning Diagnosis & Prescription Service(LDPS) in Cyber Home Learning System is a educational service which provides customized learning contents based on student's academic level and individualized counseling and comments after diagnosing learner's study habits beyond the past e-Learning systems which offer the same contents to different students. For a national point of view, it is a crucial project in public education to achieve the goals of the next-generation e-Learning service by making a lot efforts both in time and money. However, those efforts has been made, not in terms of providing a better quality of service and a better user experience in a effective and enjoyable way, but in terms of developing the technology-driven system. Therefore, in this study, two types of usability evaluations has been conducted in order to enhance a user experience on the LDPS. One is the expert reviews by utilizing the usability evaluation tools (heuristics) which was focused on educational contexts developed by Suh Young-suhk(2007). The other is the user testing with students who have done think-aloud during the evaluation, remembering their retrospective experience with LDPS, and the interview with teachers & service operators were conducted. As the implications on the research, this is an effort to provide an user-friendly educational system for the students nationwide.

• Journal of The Korean Association For Science Education
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• v.38 no.4
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• pp.505-518
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• 2018

In this study, we investigated the characteristics of the pedagogical content knowledge (PCK) components and their integrations in the processes of developing performance assessment tasks of pre-service chemistry teachers who participated in the constructive performance assessment workshop. Eight pre-service teachers participated in this study. After three weeks of the constructivist performance assessment workshop, they developed their own performance assessment tasks. The think-aloud method was used to investigate their developing processes. Their activities were recorded and videotaped, and semi-structured interviews were also conducted. The analysis of the results revealed that the PCK component considered in the planning step showed similar frequencies for assessment, instructional strategies, students, and subject matter components. In the embodying step, assessment component was most frequent. In the discussion step, the frequencies for assessment, instructional strategies, and students components were similar. However, curriculum component and the subcomponent of science process skill were rarely used. The integrations among the PCK components were found to be centered on the instructional strategies component in the planning step and the students component in the embodying and discussion step. However, curriculum and subject matter components were rarely integrated with other PCK components. On the basis of the results, educational implications are discussed.