• Journal of the Korea Institute of Information and Communication Engineering
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• v.17 no.11
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• pp.2581-2587
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• 2013

A Meta-analysis is a statistical literature synthesis method that provides the opportunity to view the research context by combining and analyzing the quantitative results of many empirical studies. We conducted a Meta-analysis research on the behavioral intention of information technology based on the theory of planned behavior. This study was targeted a total of 36 research papers that are setting up the causal relationship in the theory of planned behavior among the research papers published in domestic academic journals before 2013. The result of the Meta-analysis, showed that the effect size was 0.571 in the path from attitude toward behavior to behavioral intention, it showed that the effect size was 0.381 in the path from subjective norm to behavioral intention. And, it showed that the effect size was 0.481 in the path from perceived behavioral control to behavioral Intention. Also, it showed that the effect size was 0.421 in the path from behavioral Intention to behavior.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.477-485
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• 2015

In this study, we tried to find the effects of carrying out infographics instruction based on visual thinking with the infographics materials presented in physics textbooks targeting specialized vocational high school students. Thus, 60 students were divided into the experimental group and the control group, the experimental group had 25 classes composed of 'infographics concept formation, infographics understanding activity, and infographics configuration activity', on the other hand, the control group were instructed by lecture-type class. The results of this study are as follows: First, features of the infographics created by the students include changes in types of presentation from 'simple arrangement' to 'simple reconfiguration' and from 'illustration' to 'comparative analysis', which were made by the visual thinking of the students activated in accordance with the increase of their configuration times. Second, instruction by using infographics, visual thinking significantly improved in the level of understanding, visibility, usability, and communicability. Third, after instruction using infographics, the mean score of the experimental group's achievement significantly improved. Fourth, there was a significant improvement in the area of 'normality of scientist, attitude on scientific inquiry, and scientific attitude' in the test of attitudes toward science. From the analysis results, we could conclude that instruction using infographics enhance students' understanding of scientific concepts and communication capability by improving visual thinking abilities, which have a positive impact on academic achievement and attitudes toward science.

• Journal of Digital Convergence
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• v.18 no.5
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• pp.411-416
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• 2020

This study is an empirical study to see if the existing media effects have an effect on the perception of the audience in the media such as newspapers, TV, movies, etc., and whether the viewing of YouTube, an internet-based new media without gatekeeper, can affect the perception of the audience. For this study, 76 university students were divided into two groups, one group was asked to watch YouTube videos about no-buy campaign of Japanese products, and the other group was asked to watch short films for four weeks each, and then the perception and attitude of the issue were measured and analyzed through a survey. The results of the analysis showed that the audience who watched YouTube videos thought that no-buy campaign was more important than the audience who did not watch YouTube videos, and that they would participate more actively in no-buy campaign. The results of this study can be meaningful in that it confirmed the effects of the agenda setting effect and the priming effect of YouTube. It is expected that the theory of the media effect of YouTube will be established as the study on the audience effect in various fields such as politics, economy, society, culture of YouTube continues.

• Journal of Korean Home Economics Education Association
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• v.31 no.2
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• pp.113-135
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• 2019

The purpose of this study was to analyze the characteristics reflected in the 2015 revised home economics curriculum for the key competencies presented in the OECD education 2030 project. The results indicate that first, in general, about 46.5% of the competencies could be classified into the skill, attitude and value category; 17% into the learning concept framework category; 24.2% into the competency development cycle category; and 12.5% into the complex competency category. Overall, the competencies of the OECD learning framework are found to be reflected primarily in the achievement standards(59%), followed by characteristics(16.1%), teaching-learning and assessments orientation(9.4%), content system(8%), and goals(7.6%). Second, the key competencies were reflected in the middle school curriculum, more often in the descending order of action, problem-solving, communication, respect, creative thinking, conflict resolution, empathy, critical thinking, self-regulation, and student agency. In the high school curriculum, the competencies were reflected more often in the descending order of action, empathy, problem-solving, anticipation, global competence, self-regulation, student agency, literacy for sustainable development, reflection, and critical thinking. Third, the heat map shows that the competencies corresponding to the third and fourth levels are most frequently reflected in the curriculum. Therefore, it is advisable to develop effective plans to execute and support the reflection of key competencies in the curriculum. Through this study, home economics educators are expected to understand the inter-connectivity between the key competencies emphasized by the OECD learning framework and the competencies of home economics as a practical subject, and to scrutinize how to help individual students develop their overall competencies and be prepared for the future.

• Journal of the Korean Society of Costume
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• v.52 no.1
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• pp.89-101
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• 2002

The purpose of this study was to characterize purchase behavior at internet shopping mall and the preference for fashion design through analysis Net generations. The subjects for this sample were teen-agers and university students who had dwelled at pusan and ulsan in south korea. This study had 824 samples who had purchasing of fashion apparels at the internet shopping mall. The sampling data in this survey was analyzed by frequency analysis, factor analysis, T-test, Duncan-test, MANOVA and ANOVA of SPSS WIN package. The results of the study were as follows: 1. It was proved that among 824 individuals, 790(95.9%)individuals uses internet or pc communication and 33 individuals don't use any of them. 35.1% of using internet people have been using that for 1∼2 years. And they used internet for 1∼3 hours in a day(52.9%). And Net generations preferred Internet Shopping Mall because they didn't need to take the troubles of shopping and parking, but at the same time, they seemed to have distrust because they couldn't check the products personally. 2. People who decide to purchase by products and pursuit of information prefer cuffs, collar design, people of pursuit of convenience prefer sleeve, neckline, pants design, people of advertising and pursuit of services prefer cuffs, sleeve, collar, neckline, pants design and color. People who was dependent on perception of danger when they purchase preferred color and pattern. 3. It was proved that purchase attitude for men at internet shopping mall was convenience and for women, advertising and pursuit of services. 1318 teenagers decided to purchase mainly by advertising and pursuit of services at internet shopping mall and semi-adult are less dependent on that factors than 1318 teenagers did. Under high school educational course Net generation was dependent on the factors of advertising and pursuit of services when they purchase at internet shopping mall and above university educational course Net generation decide to purchase by the factors of products and pursuit of information. Also, people whose average income was above 3 million won ware dependent on the factors of advertising and pursuit of services and people whose income was under one million won was decide to purchase by the factors of perception of danger. People whose monthly expenditure on purchase was above 50,000 won ware depend on advertising and pursuit of services more than people whose expenditure was under 50,000 won did.

• Journal of Korea Game Society
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• v.9 no.3
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• pp.107-119
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• 2009

Online games belong to a technology-oriented service industry that has emerged from the assimilation of game contents and communication networks in the respective realms of culture technology (CT) and information technology (IT). This study examines the individual acceptance of online games as entertainment-oriented technology based on the belief-attitude-intention paradigm and the underlying hedonic and utilitarian motivations. To measure the latent variables influencing the acceptance process, a structured questionnaire was developed based on the existing Technology Acceptance Model. Research model analysis and hypothesis testing were carried out using a structural equation model. Results indicated that latent variables reflecting hedonic and utilitarian characteristics had a significant influence on user behavior in the acceptance of online games. By uncovering the core factors in! fluencing the acceptance of online games and thereby theoretically verifying the latent variables influencing the acceptance of entertainment-oriented technology, this study provides strategic implications for business models by game companies aimed at attracting a large user base and dominating the market.

• Communications of Mathematical Education
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• v.26 no.1
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• pp.109-135
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• 2012

On the standards or elements of teaching evaluation, the Korea Institute of Curriculum and Evaluation(KICE) has carried out the following research such as : 1) development of the standards on teaching evaluation between 2004 and 2006, and 2) investigation on the elements of Teacher Knowledge. The purposes of development of evaluation standards for mathematics teaching through those studies were to improve not only mathematics teachers' professionalism but also their own teaching methods or strategies. In this study, the standards were revised and modified by analyzing the results of those studies focused on the knowledge of subject matter knowledge, knowledge of learners' understanding, teaching and learning methods and assessments, and teaching contexts. For this purpose, the part of subject matter knowledge was consisted of four evaluation domains such as the knowledge of curriculum reconstruction, knowledge of mathematical contents, methodological knowledge, mathematical value. The part of Learners' unders tanding included the evaluation domains such as students' intellectual and achievement level, students' misconception in math, students' motivation on learning, students' attitude on mathematics learning, and students' learning strategies. The part of teaching methods and evaluation was consisted of seventh evaluation domains such as instruction involving instructional goal and content, instruction involving problem-solving activity, instruction involving learners' achievement level and attitude, instruction on communication skills, planning of assessment method and procedure, development on assessment tool, application on assessment result in class were new established. Also, the part of teaching context was consisted of four evaluation domains such as application of instructional tools and materials, commercial manipulatives, environment of classroom including distribution and control of class group, atmosphere of classroom, management of teaching contexts including management of student. According to those evaluation domains of each teacher knowledge, elements on teaching evaluation focused on the teacher's knowledge were established using the instructional evaluation framework, which is developed in this study, including the four areas of obtaining, planning, acting, and reflecting.

• Research in Community and Public Health Nursing
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• v.12 no.1
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• pp.150-167
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• 2001

This cross sectional study was done to find out the situation of computer online pornography access by 4th to 6th grade elementary school students. The subjects of this study were three elementary schools in Andong, which were selected randomly and 120 students randomly selected from 4th to 6th grade for a total of 360 students. The questionnaire was composed with the help of a community health nursing professor and through the reference review. The collected data were analysed by a PC SPSS 10.0 according to school grade and sex, an 12-test was implemented to learn what percent of students have computers and software which prohibit the viewing of online pornography, access motivation and time, content viewed, attitude after accessing the contents, and opinions about computer online pornography. The results of this study were as follows. 1. A total of 86.1% of students had computers at home. Most students placed computers in their own room, 78.9% of students had computer online communication experience. Higher grade students tended to have more experience of communications on the internet (P<0.001). Most students chatted on the internet once or twice a week and higher grade students tended to communicate online more frequently. (P<0.001). Most students used computers more than one hour a day (P<0.05). They used computers according to the following priorities: game, studying, listening to music, communications, chatting. 2. Regarding the frequency of going computer online more than seven times per week, male students showed a higher frequency than female students (P<0.05). Male students used computers more than one hour a day and female students less than half an hour (P<0.001). Male students mostly used computers to play computer games. On the other hand. female students used the computer to study, listen to music, and chat (P<0.001). 3. Regarding software installation to prevent access of computer online pornography, a total of 19.4% of students responded they installed one. but 80.6% didn't have any, 20.3% of students had accessed pornography, 46.6% of students responded. they first get to know to the computer online pornography through friends. 4. The reasons for accessing computer online pornography were ranked as follows: curiosity, interest, to release stress, and sex drive (P<0.05). Obscene contents were found in computer games, pictures, and video. Among these, pictures were the most common. 5. Regarding students' attitude toward online pornography, most students responded that they took much pleasure in the contents (P<0.05). 6. Regarding the question 'Does online pornography degrade morals and cause a sex crime', most students responded as 'no'. They also responded positively to the suggestion that the contents would be effective in preventing sex crimes and to release stress. 74.7% of students responded that males' access of the contents as proper but females' access as immoral. Regarding social efforts to protect students from this harmful environment. most replied that those efforts were unnecessary (P<0.001).

• Journal of The Korean Association For Science Education
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• v.38 no.6
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• pp.793-812
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• 2018

This study, from a critical view on knowledge-centered science education, aims to explore the wisdom that can be acquired from science. In other words, to find the categories and examples of "Wisdom of Science(WOS)" that can be shared in science classroom is the purpose of this study. For the data collection, twelve hours of physics classes of three high schools were observed, together with teacher interviews and student interviews. Collected data were analyzed qualitatively based on the operational definition of WOS. In this study, WOS was defined in a limited sense to mean 'wise action such as behaviors, attitudes, methods, and thoughts that can be found in the process of formation and application of scientific knowledge'. The results of this study, i.e. three categories and six examples of WOS, can be summarized as follows. First category of WOS is 'wisdom as a scientific attitude'. The examples of this category are 'rational suspicion and open-minded attitude', and 'effort to find the best way in given situation'. Second category of WOS is 'wisdom as a method for problem solving'. The examples of this category are 'thinking with changing the conditions', and 'communication using the language of science'. Third category of WOS is 'wisdom as a reflection about science and human'. The examples of this category are 'understanding of the relationship between science and society', and 'perceiving the relationship between science and my life'. In conclusion, "Wisdom-oriented Science Education" as an alternative goal of future science education is suggested with its meanings and implications.

• Journal of Ocean Engineering and Technology
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• v.33 no.2
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• pp.168-177
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• 2019

KRISO (Korea Research Institute of Ship & Ocean Engineering) started a project to develop the core algorithms for autonomous intervention using an underwater robot in 2017. This paper introduces the development of the robot platform for the core algorithms, which is an ROV (Remotely Operated Vehicle) type with one 7-function manipulator. Before the detailed design of the robot platform, the 7E-MINI arm of the ECA Group was selected as the manipulator. It is an electrical type, with a weight of 51 kg in air (30 kg in water) and a full reach of 1.4 m. To design a platform with a small size and light weight to fit in a water tank, the medium-size manipulator was placed on the center of platform, and the structural analysis of the body frame was conducted by ABAQUS. The robot had an IMU (Inertial Measurement Unit), a DVL (Doppler Velocity Log), and a depth sensor for measuring the underwater position and attitude. To control the robot motion, eight thrusters were installed, four for vertical and the rest for horizontal motion. The operation system was composed of an on-board control station and operation S/W. The former included devices such as a 300 VDC power supplier, Fiber-Optic (F/O) to Ethernet communication converter, and main control PC. The latter was developed using an ROS (Robot Operation System) based on Linux. The basic performance of the manufactured robot platform was verified through a water tank test, where the robot was manually operated using a joystick, and the robot motion and attitude variation that resulted from the manipulator movement were closely observed.