• 감성과학
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• 제24권3호
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• pp.115-124
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• 2021

Non-verbal communication is important in human interaction. It provides a layer of information that complements the message being transmitted. This type of information is not limited to human speakers. In human-robot communication, increasing the animacy of the robotic agent-by using non-verbal cues-can aid the expression of abstract concepts such as emotions. Considering the physical limitations of artificial agents, robots can use light and movement to express equivalent emotional feedback. This study analyzes the effects of LED and motion animation of a spherical robot on the emotion being expressed by the robot. A within-subjects experiment was conducted at the University of Tsukuba where participants were asked to rate 28 video samples of a robot interacting with a person. The robot displayed different motions with and without light animations. The results indicated that adding LED animations changes the emotional impression of the robot for valence, arousal, and dominance dimensions. Furthermore, people associated various situations according to the robot's behavior. These stimuli can be used to modulate the intensity of the emotion being expressed and enhance the interaction experience. This paper facilitates the possibility of designing more affective robots in the future, using simple feedback.

• 한국과학교육학회지
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• 제32권4호
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• pp.671-685
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• 2012

이 연구에서는 이해와 검토 단계를 강조한 비유 실험 설계 전략을 개발 적용하였다. 중학교 1학년 과학영재로 구성된 4개의 소집단을 대상으로 전략을 활용한 수업에서 나타나는 실험 설계 과정의 유형을 분류하고 과학영재들 사이의 언어적 상호작용을 개별 진술 및 상호작용 단위 수준에서 분석하였다. 연구 결과, 3개의 소집단이 확장이동형(RM), 1개의 소집단이 후진-확산이동형(BDM)에 해당하였다. 과학영재들 사이의 언어적 상호작용은 전체적으로 개별 진술 및 상호작용 단위 수준에서 과제관련 진술의 빈도가 높았으며 특히, 의견제시 진술과 대칭적 정교화 상호작용의 빈도가 가장 높았다. 전략의 단계별 분석 결과, 이해 단계에서는 설명하기와 질문하기, 누적형 상호작용이 많았으며, 설계 단계에서는 의견제시와 누적형, 논쟁형 상호작용이 많았고, 검토 단계에서는 의견제시와 의견받기, 논쟁형 상호작용이 많았다. 유형별 차이를 분석한 결과, 전략의 모든 단계에서 유형간 상호작용 단위 수준에 질적인 차이가 있었으며, 개별 진술의 경우 설계 및 검토 단계에서 차이가 있는 것으로 나타났다. 이에 대한 교육적 함의를 논의하였다.

• 한국초등과학교육학회지:초등과학교육
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• 제24권5호특별호
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• pp.595-601
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• 2005

In this study, the scientifically gifted students and the general students were compared in terms of the following components in cooperative teaming: whom they interacted with, to/from whom they gave/received help and why, and what kinds of the verbal interaction patterns they engaged in. The subjects were 4th graders. The data were collected through the investigation of the students' perception and videotaping of the small group interactions of each group. The results showed that the gifted students interacted with most students in their groups. They complemented each others' opinions and their discussion was enriched through their interactions. On the other hand, the interactions of the general students occurred mostly around a leader, and more teamed students explained the content to the less teamed students. Predominantly, the gifted students' most verbal behaviors were related with the teaming contents. Most frequent verbal behavior were a giving specific information and an explanation of their opinions. The general students, however, gave simple and short information, and more often they showed the management behaviors, such as encouraging participation and suggesting their directions.

• 한국초등과학교육학회지:초등과학교육
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• 제26권1호
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• pp.1-11
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• 2007

The purpose of this study was to investigate interaction patterns and characteristics of small group discussions during elementary school science classes. Four heterogeneous groups were formed according to preferences and non-preferences, consisting of male and female students. Verbal interactions during small group discussions were audio and videotaped, transcribed and analyzed. The interaction frequency of each group was compared in terms of their cognitive and affective aspects. The results in terms of the cognitive aspect showed that there were no significant differences in the frequency of interaction between preference and non-preference groups' verbal behaviors. However, the quality of interaction was superior and the number of high level types of interaction were more frequent in the preference group. From the affective perspective, both groups of students exhibited a positive attitude in the preference group and a negative attitude in the non-preference group. The differences of interaction between the male and female student's groups were that in the case of the female group, the frequency and the quality of interaction was higher. Moreover, in contrast to male students, female students revealed satisfaction and favorable attitudes in their non-preference group because they felt more a acceptable atmosphere and attitude in that group. These results suggest that the interactions of the preference group are more interactive and elaborate in nature than those of the non-preference group.

• 대한화학회지
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• 제49권6호
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• pp.575-583
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• 2005

• 대한공업교육학회지
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• 제33권1호
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• pp.191-212
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• 2008

본 연구의 목적은 공업고등학교 프로젝트 수업을 위한 소집단의 구성 방법을 제시하는 데 있다. 연구 대상은 대전광역시에 소재하고 있는 D 공업고등학교의 건축디자인과 2학년 2개 반을 선정하여 그 중 한 학급에 20명씩 40명을 연구 대상으로 하였다. 연구 방법은 학생들은 교류분석 실습의 과정에서 각자의 이고그램(ego-gram)에 의한 자아상태(ego-state)를 조사하였다. 구성원 4명을 1개조로 구성하여 연구대상 40명을 총 10개의 소집단을 구성 하였고, 그 중 자아상태 동질 소집단은 NP점수와 AC점수가 상위인 학생들로만 구성된 4명을 1개 조로 구성하였다. 자아상태 이질 소집단은 NP주도 1명, A주도 1명, FC주도 1명, AC주도 1명으로 구성된 4명을 1개 조로 구성하였다. 선정된 소집단은 비디오카메라로 녹화한 후 소집단의 언어적 상호작용을 글로 옮긴 원고(transcript)를 작성하였다. 그리고 언어적 상호작용의 분석틀을 이용하여 개별진술을 분석하였다. 연구 결과 자아상태 중 TAOK(Transactional Analysis-Okay) 측면의 동질 집단의 학생들이 개별 진술의 횟수가 110회로 이질 집단의 학생들 87회에 비하여 개별진술의 빈도가 더 많았고 대화의 내용도 질문에 서로 답하는 상보교류가 원활하게 이루어진 것을 확인할 수 있었다.

• 대한화학회지
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• 제58권4호
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• pp.393-405
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• 2014

이 연구는 연소의 과학적 모형형성 수업에서 나타난 중학생들의 사회적 상호작용의 특징을 문화적, 언어적 상호작용, 토론유형도(map)를 통해 분석한 것이다. 중학생의 연소에 대한 모형형성 과정을 사회적 상호작용 측면에서 CLEQ (Cultural Learning Environment Questionnaire)를 살펴보고 모형형성 측면에서 언어적 상호작용, 토론유형도를 통해 분석한 결과는 다음과 같다. 첫째, 중학생들의 문화적 특징은 경쟁보다는 협동 측면에서의 집단주의를 선호하지만 과학학습 태도는 타인의존적인 경향이 높고, 모형형성 과정에서 스스로의 의견을 소극적으로 제시하는 것으로 조사되었다. 둘째, 언어적 상호작용의 특징은 모형형성에 관련된 지식을 단순하게 제시한 형태가 많았고, 상대방의 의견에 대한 반응과 피드백을 하는 메타인지 영역이 상대적으로 낮게 나타난 것으로 조사되었다. 셋째, 토론유형도는 특정한 학생에 의존하여 의견제시만 하는 개념제시 상호작용과 응답진술을 반복하며 이루어지는 반응 상호작용이 많은 것으로 나타났고, 의견교환 할 때 새로운 의견제시, 수정, 근거를 들어 설명하는 등의 정교화 상호작용은 적은 것으로 조사되었다. 이 연구는 모형형성에 영향을 주는 상호작용 유형에 대한 이해와 우리나라 학생들의 상황을 고려한 사회적 상호작용을 위한 교수 설계의 기초 자료로 활용할 수 있을 것이다.

• 아동학회지
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• 제25권4호
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• pp.71-92
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• 2004

The purpose of this ethnographic study was to observe and understand interactions of toddlers and teachers in context. Specific questions were "What are the motives and features of the interactions between toddlers and teacher?" Subjects were twenty 2-year-old daycare children and their teachers. Methods covered 11 weeks of interviews and participatory observation. The major findings were that the interactions between toddlers and teachers was mainly initiated by toddlers and consist of physiological and emotional needs, conflict mediation and participation in play. As toddler get to the age of self-recognition but still need adult's assistance, the co-existence of dependence and independence was evident. Children used a variety of verbal and non-verbal signals with both positive and non-positive overtons.

• 아동학회지
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• 제21권3호
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• pp.119-131
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• 2000

Three levels(high, medium, low) of maternal language were used to examine the ways in which mothers interact with their children while reading together. Eighty pairs of mothers and their children were observed in their homes. Findings were that mothers made increased use of high level language with increase in children's age and IQ. Mothers' use of high level language was greater for 6-year-olds than for 5-year-olds and use of low level language was greater for 5-year-olds than for 6-year-olds. The more educated mothers used a higher level of language while less educated mothers used a lower level of language. Mothers' use of low level language predicted lower reading ability in children.

• 한국정보통신학회논문지
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• 제26권8호
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• pp.1255-1258
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• 2022

Recently, immersive VR/AR contents have actively increased, and various services related to VR/AR allow users to experience remote places. For example, if failure situations occur frequently in factory of the remote site, mixed reality (MR) with a synthetic virtual human expert in reconstructed remote location can help immediate maintenance task with interaction between the operator and the virtual expert. In this paper, we present a technique for synthesizing the virtual human after capturing a 360-degree panorama of a remote environment, and analyze the effects to apply a method of guiding virtual human by interaction types. According to this paper, it was shown that co-presence level significantly increased when verbal, facial expression, and non-verbal animation of the virtual human was all expressed.