• KSII Transactions on Internet and Information Systems (TIIS)
• /
• v.16 no.6
• /
• pp.1935-1952
• /
• 2022

Consumer innovativeness plays a vital role in explaining consumer dynamics, such as adoption, usage, and behavioral intention, in the new world of disruptive online media. This empirical study aimed to examine the importance of consumer innovativeness and digital literacy in the adoption and expansion of new technology-based media services, focusing on OTT services. Extending the theory of adoption of new technologies by innovators to new media environment centered on OTT services, it examines the influence of the four dimensions of motivated consumer innovativeness on OTT service usage. The Korea Media Panel Data of 2019, where overall ICT usage and media consumption of a broad panel of respondents was collected, was used for the analysis. From the data of 10,864 respondents, 4,031 (37.1%) were found to have experience in using OTT services. To clarify the mediating effect of digital literacy on the correlations between cognitive innovativeness of consumers and their use of OTT services, Process Macro Model 4 was used. The bootstrap method was applied to reveal that all four dimensions of consumer innovativeness have a significant indirect effect on new media usage through digital literacy, thus indicating how digital literacy plays an important role in the spread of new digital services in addition to consumer innovativeness. The findings are important in that they can help in the efforts to introduce new technologies to the public and educate them to improve their digital literacy so that they can enjoy the complete experience of using these new digital products.

• Journal of Korean Academy of Nursing
• /
• v.26 no.3
• /
• pp.678-687
• /
• 1996

Smoking is considered to be one of the important risk factors associated with various health problems. Thirty seven million people in America quit smoking in the past decade, with 90% quitting on their own(Americal Heart Association, 1986). According to McAlister(1975), 70% of smokers reported that they adopted a self-help smoking cessation approach rather than a formal treatment program. In our country, although, auccessful exsmokers have used, are not available, concerns about smoking cessation have increased, recently, due to changes in social and political attitudes to health promotion. This study was conducted to help smokers who had made a decision to adopt a self-helf smoking cessation approach instead of depending on a formal treatment program. It provided a structurd way for sucessful smoking cessation by identifying change mechanism factors which have been commonly used by smokers. The subjects selected for this study were 155 university students between 20 and 29. Years of age the results from the analysis of the collected data showed that seven factors in the self-help change processes significant, and they are named, Stimulus Control, Self-Determination, Information Management, Reinforcement Management, Helpful Relationships, Dramatic Relief, and Cognitive Restructuring. All of the factors except Self-Determination represent the same change mechanisms which are proposed by Prochaska et at.(1988). Self-Determination uniformly includes items belonging to various change processes. Therefore, it might be an transitional factor including strategies related to both cognitive and behavioral dimensions. In spite of this, noted that one item which gives meaning of Self-Determination shows the highest factor loading, it is named Self-Determination.

• Journal of Distribution Science
• /
• v.13 no.4
• /
• pp.55-64
• /
• 2015

Purpose - Multi-dimensional prices comprise multiple components such as monthly payments and a number of payments rather than a single lump-sum amount. According to previous studies, an increase in the number of price dimensions leads to a massive amount of cognitive stress resulting in incorrect calculation, and deterioration in the consistency of the price judgment. However, an increase only in the level of complexity of calculating multi-dimensional prices does not always result in a corresponding decrease in the accuracy of price evaluation. Since diverse variables could affect consumers' purchase-decision-making process, the results of price evaluation would be different. In this study, an empirical analysis was performed to determine how the accuracy of price evaluation varies depending on the extent of the complexity of price dimensions using product involvement and brand preference as moderating variables. Research design, data, and methodology - A survey was conducted on 260 students, and 252 effective responses were used for analysis. The data was analyzed using t-test, one-way ANOVA, and two-way ANOVA. In this study, six hypotheses were developed to examine the effect of product involvement and brand preference on consumers' evaluation effort of multi-dimensional prices. Results - As the number of price dimensions increased, accuracy of price evaluation appeared to be low in high involvement, as expected. However, it showed no differences in price evaluation effort when the level of complexity of calculating multi-dimensional prices is low. When a small number of price dimensions are presented in both cases of high and low involvement, accuracy of price evaluation is much higher in a weak brand preference. On the contrary, a strong brand preference enhances an accuracy of price evaluation only in case of low involvement when the number of price dimensions is increased. An interaction effect of product involvement and brand preference on consumers' evaluation of multi-dimensional prices did not exist irrespective of the level of complexity of calculating prices being high or low. Conclusions - When the number of price dimensions is small, consumers' effort for price evaluation shows almost no difference without the moderating effect of involvement, and a weak brand preference leads to a higher accuracy of price evaluation in an effort to make the best selection. No interaction effect of product involvement and brand preference was found except for a main effect of brand preference. When a price is composed of multiple dimensions rendering it more difficult to calculate the final price, the effort for price evaluation was expected to decrease only slightly in case of combination of high involvement and strong brand preference. This is because people have a higher purchase intentions and trust for that particular brand. However, the accuracy of price evaluation was much lower in cases of high involvement, and there was no interaction effect between product involvement and brand preference except for a main effect of involvement and brand preference, respectively.

• Journal of The Korean Association For Science Education
• /
• v.15 no.1
• /
• pp.1-5
• /
• 1995

One of the problem of science education in terms of its status as a unique discipline is the tendency of qualitative, rather than quantitative, arguments and judgements on research activities. In this study, a model called "Diamond Model" and an index formula for the balance of researches are suggested for achieving more pictoricaI and quantitative understandings on the distribution of researches in science education. Diamond Model is consisted of two dimensions corresponding to two main long-debated issues in science education, i.e. the dimension of cognitive-affective and the dimension of concept-process. In Diamond Model the geometrical symmetry represents the the balance of researches. An index formula for the balance was developed in order to ensure that the value of the index is between 0 to 1 and the numerical values of the index corresponds to the geometrical symmetry of the diamond. Then, in order to check their utility, the model and the index formula were applied to analyze the research papers appeared in JKARSE for the last 10 years.

• Journal of Korean Home Economics Education Association
• /
• v.30 no.3
• /
• pp.129-149
• /
• 2018

This study has attempted to analyze the achievement standards in the 2015 revised curriculum, based on the revision of Bloom's Taxonomy and aims to identify the knowledge and required competencies in the fourth industrial era. The results of this study are as follows: First, the knowledge dimensions was the highest 'metacognitive knowledge' in middle school, while 'factual knowledge' was the highest in high school, and 'knowledge of specific details and elements' was the highest subtype of all of the knowledge dimensions. The dimensions of the cognitive process, such as the terms 'apply' and 'analyze' in middle school, as 'understand' and 'evaluate' in high school have been treated inattentively. Second, the knowledge dimension and the cognitive process dimension according to key concepts display the metacognitive knowledge and 'understand' in development, the conceptual knowledge and 'understand' in relationship. While the 'metacognitive knowledge' and 'apply' in life culture, the 'procedural knowledge' and 'evaluate' in safety, the 'factual knowledge' and 'apply' in management and the 'metacognitive knowledge' and 'understand' in life design were extremely high. Third, the verbs used in the achievement standards displayed as 'explore', 'understand', 'analyze', 'practice', 'suggest', 'recognize' and 'evaluate'. Since the statement of the action verb is the very basis for determining the performance process, specific competencies may be achieved by reflecting on the actual achievement standards. These standards should provide us with a effective cognitive process for to understand a learner's performance skills and support the direction of the education required, through a strategy that refines the connection between content elements and functions and develop their competences for the future.

• Journal of Digital Convergence
• /
• v.10 no.1
• /
• pp.215-228
• /
• 2012

This study aims to answer the research question of what are the global leadership competencies(GLC) and what is the integrating framework of GLC? To attain the goal of reframing the GLC models with systematic research on GLC, the specific objectives are delineated as follows; the first objective is to identify the area of GLC. The second one is to extract the dimensions agreed with consensus. The third one is to suggest the reframed GLC model. Through the literature review and content analysis about GLC and global mindset, the two dimensions-subject and objects-of GLC model are emerged to classify the existing clusters of GLC. The extracted objects are self, others, culture, business, and global world. The dimension of subject who is global leader is more specifically divided into the knowing/doing process and three aspects of human activity like cognitive, emotional, and behavioral one. GLC are reframed and rearranged based on the two dimensions. As a results new framework for GLC with 11 clusters are presented. Knowing group of GLC contains personal, social, cultural, business literacy, and global mindset. Doing group of GLC contains personal, social, cultural, business savvy, and global change. Personal traits as a core character are at the core of the knowing and doing process of the self. Lastly, the implications and limitations of this research are suggested, and suggestion for further research is followed.

• Journal of the Korea Society of Computer and Information
• /
• v.19 no.9
• /
• pp.185-196
• /
• 2014

This study has analyzed the learning objectives in 6 Informatics textbooks that were published this year in the basis of 2009 revised curriculum using Anderson's taxonomy of Educational Objectives that was a revision of Bloom's taxonomy and Fuller's taxonomy that was presented for programming activities. Some dimensions of Anderson's taxonomy, such as conceptual and procedural knowledge, understand and apply in cognitive process are much more used in learning objectives in 6 Informatics textbooks. Interpreting and producing dimensions of taxonomy are well presented to balance in 6 Informatics textbooks by analysis of Fuller's taxonomy. This results will be a good case study in research about taxonomy of educational objectives and development of Informatics textbooks.

• Journal of the Korean Geographical Society
• /
• v.48 no.3
• /
• pp.466-481
• /
• 2013

The purpose of this research is to propose a model for education for sustainable development (ESD) within the geography curriculum. The study consists of two parts. The first part discusses the normal view of a model to assess the curriculum, namely the content and the cognitive dimensions. The ESD component necessitates an action program with skills and citizenship considered as the Objective Dimension. The second part of the paper examines the means for adding the Objective Dimension which follows a taking action approach through knowledge, skills, and citizenship that are consistent with ESD goals. The research procedure applied the methodology of the Delphi process. The theoretical model was initially developed by the researchers based on current practices in geography assessment in South Korea and the U.S. The model was tested using the Delphi technique by high school geography teachers and geography education faculty members in both countries who were recognized experts in their field. The research complements the curriculum and instructional activities that have been under way with the United Nations Decade of Education for Sustainable Development (UNDESD). The model may be used to deliberate proposals for building an ESD component into existing assessment practices.

• Journal of the Korean Geographical Society
• /
• v.47 no.6
• /
• pp.934-954
• /
• 2012

Constructed-response items are useful to estimate a higher-order thinking abilities such as sense of place, graphicacy, and geographical imaginations which are aimed by geography education. This study aims to identify the conception of the constructed-response items, to classify those feasible items in geography education, and to propose some comments and suggestions for development and application in Korea. The author tries to classify the constructed-response items by analyzing the NAEP items in the formal aspect and the aspect of cognitive dimension respectively. In the formal aspect, they are classified as 'question-standalone' type and 'material-presenting' type. In the aspect of cognitive dimension, they are classified into three types as 'knowledge-requirement', 'understanding-requirement', and 'applying-requirement'. Some comments and suggestions are as follows. First, it is necessary to develope the constructed-response items that coherent to both content and cognitive dimensions. Second, it is required for students who take an examination to use a great variety of graphics, photos, thematic maps related to geography. Third, we need to inquire the rubric, grade, process to scoring because they are vital to success of the constructed-response items.

• Korea Science and Art Forum
• /
• v.21
• /
• pp.437-449
• /
• 2015

The research aims to verify the effects of preference for science and self-directed learning ability of the science puppet show program that the researcher has developed as a STEAM education model. The results for conducting the survey with the same questionnaire before and after the program targeting the students showed that the science puppet show had effects on increasing the science related assignment performance will of the behavioral will among the three sub-dimensions including emotional respond, value cognition and behavioral will, but there was no effect on overall aspects of science preference. It can be interpreted as reflecting the characteristics of the scientific talents who already have a high level of preference for science. In addition, the three sub-dimensions including the cognitive regulation, motivational regulation and behavioral regulation had effects on the self-directed learning ability. Especially it had great effects on the directed learning ability of cognitive regulation, learning motivation of motivational regulation, tool application of behavioral regulation, and cooperation capacity which were greater for female students than male students. It is judged that the three-staged science puppet show program including the 'content integrating stage' that the students integrate the curriculum contents, 'integrated mission stage' of solving the visualization, auralization and performance missions by themselves, and 'process integration stage' of making the stage piece all together.