• Cartoon and Animation Studies
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• s.33
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• pp.99-126
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• 2013

This study is meant to be seeing how fun of animation works by reviewing it theoretically and coordinating it to suggest the structure which integrates fun of animation and validates the proposed fun model. After reviewing fun theoretically, the fun of animation could be able to coordinate that fun of animation is consist of perceptive fun, cognitive fun, and psychological fun. Perceptive fun is induced by visual, auditory and other sensory information and it is directly affected the image, sound, and movement. Cognitive fun can be obtained by reasoning and interpretation to mobilize their knowledge with sensuously perceived stimulation and it is directly affected the story. Psychological fun occurs when the audience see the animation. The psychological fun is the psychological emotional state when the audience watches animation by relieving psychological congestion. It consists of fun of unfamiliarity or identification. By suggesting research model and validating it how the perceptive fun, cognitive fun, and psychological fun affects each other, perceptive fun enhances cognitive fun and psychological fun. Although cognitive fun enhances psychological fun, cognitive fun enhances psychological fun twice than perceptive fun. Also when perceptive fun affects psychological fun, cognitive fun shows the indirect effect as a parameter. In conclusion, perceptive fun affects psychological fun directly and be enhanced through cognitive fun. Fun of animation can be experienced when perceptive fun caused by accepting sensory information of animation instantly, cognitive fun caused by interpretation and understanding sensory information of animation, and psychological fun caused by relieving psychological identity through recognition fuses and acts as one. An animation emphasized a certain element is difficult to be loved by the audience. In this reason, an harmonical combination among the elements of story, image, sound and movement are important to combinate harmoniously for a successful animation to make the audiences fun by arising funny emotions.

• Journal of Internet Computing and Services
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• v.17 no.1
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• pp.23-33
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• 2016

The current smart lighting is shaped to offer the lighting environment suitable for current context, after identifying user's action and location through a sensor. The sensor-based context awareness technology just considers a single user, and the studies to interpret many users' various context occurrences and conflicts lack. In existing studies, a fuzzy theory and algorithm including ReBa have been used as the methodology to solve context conflict. The fuzzy theory and algorithm including ReBa just avoid an opportunity of context conflict that may occur by providing services by each area, after the spaces where users are located are classified into many areas. Therefore, they actually cannot be regarded as customized service type that can offer personal preference-based context conflict. This paper proposes a priority-based LED lighting control system interpreting multiple context conflicts, which decides services, based on the granted priority according to context type, when service conflict is faced with, due to simultaneous occurrence of various contexts to many users. This study classifies the residential environment into such five areas as living room, 'bed room, study room, kitchen and bath room, and the contexts that may occur within each area are defined as 20 contexts such as exercising, doing makeup, reading, dining and entering, targeting several users. The proposed system defines various contexts of users using an ontology-based model and gives service of user oriented lighting environment through rule based on standard and context reasoning engine. To solve the issue of various context conflicts among users in the same space and at the same time point, the context in which user concentration is required is set in the highest priority. Also, visual comfort is offered as the best alternative priority in the case of the same priority. In this manner, they are utilized as the criteria for service selection upon conflict occurrence.

• Journal of the Korean Institute of Landscape Architecture
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• v.45 no.6
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• pp.50-61
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• 2017

This study devised a user-participatory design process for users to participate directly in the design process and was implemented at Daegu Padong Elementary School. Users of the school forest were divided into four groups: the lower grades, the upper grades, local residents(parents included), and faculty. The methods of this study were image survey, preference survey, card playing, and model playing. Researchers investigated the level of user satisfaction the following year. The specific design process is as follows: First of all, the concept of the school forest was established through audio-visual education for students and image research was conducted through drawing and painting activities entitled 'The School Forest I Want'. Second, in the image survey, a survey of areas and facilities with high frequency use was conducted in the study of the lower grades, the upper grades, local residents, and the faculty. Image cards of spaces and facilities that showed high preference were produced and the cards were placed in four groups on the school lot plan to check the location of place and facilities desired. Based on this, a model and a basic idea were created through consultation with future users. Lastly, the study design was completed. After 1 year from the completion of the school forest, users were again surveyed regarding their satisfaction with use. The importance of this study is as follows: 1) Treating all potential users of a school forest as the subject of design participation, 2) Reasoning out a plan created by the users themselves through consultation and discussion throughout all steps of the design process, 3) Grasping how users utilize a school forest and the type of spaces most preferred via preference survey after completion of the school forest and showing the importance of user participation by showing that spaces preferred by users were similar to those in which experts were also highly interested.

• Journal of Korea Entertainment Industry Association
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• v.13 no.6
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• pp.211-220
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• 2019

It helps to wisely abstain from errors of the a priori subjective emotions related to human emotions, and orders emotions to make rational choices. These emotional happiness of human and moral sensitivities work directly or indirectly in rational choice of rational thought and reason. Abraham would have been troubled by the divine mandate to sacrifice a son who was only one, and a son who had been healed. Was his reason reasonable at this time? In rational reason, it can be said that the act of dedicating his son is an appropriate act, but is it possible in the human mind? Aristoteles also called human virtue virtue in good for human beings. Because happiness is also a mental activity, we have to know a certain degree about the mind. This ψυχή(psyche, spirit) spirit is an irrational element that is invisible but an intervention in rational principles. Also C. G. Jung states that all human beings have four dynamic psychological functions that are not visible, and that the mind is driven by these four functional dimensions. This means that the elements of S, Sensing, N, Intuition, T, Thinking, and Feeling are combined. David Hume also emphasized the principle of empathy, asserting that morality can not be derived from reason, and Max Ferdinand Scheler, before grasping the visual characteristics of a person, has already captured the whole feeling of the person, And that the value given to this feeling is the value, and that the function of emotion that is elevated to the perceived object by grasping the value through this process and the value is always preceded by the reason. Emmanuel Levinas states that emotional emotions of love are ahead of reason and that emotions precede human reasoning and rationality is the inability of emotional control that we need rational thought and rational and wise action as reason of control and temperance. As part of human emotional education, in the 7th curriculum, Bloom's cognitive, perceptive, and behavioral domain, which is a person with integrated thinking, is trying to be a moral practitioner. It focuses on how to act according to the direction of emotions for virtuous acts and how to develop emotions for emotions on behalf of vicious acts. We can design the possibility and direction of cultivating human emotions and emotional happiness and happy sensitivities by the principle of strengthening virtue and the principle of elimination of ill feeling.