• The Journal of the Korea Contents Association
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• v.9 no.12
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• pp.103-112
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• 2009

With technological development of product designs, products of various concepts have been developed and products by customized design concepts have been actively launched. For successful development, it is necessary to convey the target concept to the product development process exactly in order to create the targeting design. The study found the design concept of mobile phones with a boom box through emotional verbal expression, and defined the concept target by using visual images in accordance with the relative target with a view to looking for the design concept suitable to product development target. Regarding the visual image, the test for coordination among participants was conducted to select the image on which the interest groups participating in the development reach an agreement. As a result of the test, it aimed to propose the method to select concepts and images for rational choice by means of clustering algorithms. This method is considered to contribute to building the design concept and actualizing GUI design.

• Journal of the Korean Home Economics Association
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• v.44 no.1 s.215
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• pp.59-74
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• 2006

As an exploratory inquiry prior to developing a measure to assess Korean families with adolescents' family resilience, this study examined the construct validity of the family resilience measures that were developed in the U. S. Iowa Youth and Families Project(Conger & Elder, 1994): emotional support between spouses, problem solving style between spouses, and parenting behavior. The participants were 277 pairs of middle aged, middle class husbands and wives (554 individuals) who were the parents of first graders in middle schools in the metropolitan areas around Seoul. The results of exploratory and confirmatory factor analysis supported the construct validity, indicating that emotional support, problem solving style, and parenting behavior may be used as measures to assess Korean family resilience. However, further tests of convergent validity using various assessment methods and analytical procedures are needed to ensure the construct validity of family resilience measures.

• Safety and Health at Work
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• v.13 no.2
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• pp.220-226
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• 2022

Background: Research on the impact of psychosocial risks on well-being at work remains scarce in low- and middle-income countries, especially in the banking sector. This study sought to examine the relationships between job demands, job resources, well-being, job satisfaction, and work engagement in the Zimbabwean banking sector. Methods: An online survey was administered to 259 employees from five banks. Hierarchical multiple regression tested the relationships between job demands (quantitative demands, emotional demands, work pace, and work-family conflict), job resources (possibilities for development, social support from colleagues and supervisors, quality of leadership, and influence at work), well-being, work engagement, and job satisfaction. Interactions between all variables were tested. Results: Job demands were negatively related to well-being, work engagement, and job satisfaction. Job resources had positive relationships with the same. Work pace had positive relationships with well-being and work engagement. Influence at work moderated the relationship between emotional demands and work pace with well-being. Possibilities for development moderated the relationship between work-family conflict and well-being. Work-family conflict moderated the relationship between social support from colleagues and job satisfaction. Emotional demands, work pace, and quantitative demands moderated the relationship between influence at work with job satisfaction and work engagement. Conclusion: Job demands should be reduced where possible in order to enhance employee well-being, work engagement, and job satisfaction. The job resources that should be availed to facilitate a positive psychosocial work environment in the banking sector include social support from supervisors, influence at work, and possibilities for development.

• Journal of the Korean Professional Engineers Association
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• v.26 no.6
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• pp.7-14
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• 1993

• Review of Korea Contents Association
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• v.10 no.4
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• pp.25-30
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• 2012

• Proceedings of the Korean Operations and Management Science Society Conference
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• 1995.04a
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• pp.669-669
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• 1995

• Asia pacific journal of information systems
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• v.26 no.2
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• pp.322-337
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• 2016

Research on information systems and software engineering has often neglected behavioral effects, which may play a role in decision making on software development. The current study addresses this issue by empirically investigating the behavioral roots of over-requirement in the context of a software development project via an experiment. The negative phenomenon of over-requirement refers to specifying a software system beyond the actual needs of the customer or the market, which overload the system with unneeded features. The research question addressed here is whether over-requirement is due in part to the emotional involvement of developers with the software features they developed because of behavioral effects. Previous studies have demonstrated that under the endowment, I-designed-it-myself, and IKEA effects, people become emotionally involved and overvalue physical items that they respectively possess, self-design, or self-create. The findings of our experiment show that participants over-valued features they were assigned to be responsible for, to specify, or to construct, thereby confirming that the three behavioral effects play a role in software development decisions and affect over-requirement. Thus, the study contributes to software development research and practice from the behavioral economics perspective, highlighting the roots of over-requirement.

• Science of Emotion and Sensibility
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• v.11 no.4
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• pp.645-652
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• 2008

First question: what makes inclusive design truly inclusive? Most inclusive design products are far from being appealing to their intended customers. This is mainly because designers are typically concerned with enhancing the usability, and not the emotional value that creates the connection between the product and the users. Typical solutions are larger displays and larger buttons, and these solutions often make the product less tasteful, graceful, and favorable. As a result, such products become less inclusive, veering from the original intention of the designers. Emotional design is not about making fun products, but about enjoyable products. Positive emotional design increases the affection value in products that enable users to create emotional connection with products. With the emotional connection, the user can engage in learning about the product as well as enjoy using the product. This can also resolve most usability issues by increasing the attention level and decreasing boredom. When more people feel that a product is enjoyable, it becomes more inclusive. Second question: Can't inclusive design have innovative value? Most inclusive design products are far from being innovative, and thus, they cannot create market opportunities. While emotional design approach increases value for users, innovative design approach creates value for the businesses. This will eventually promote development of inclusive products. This paper discusses the benefits of emotional design approach in inclusive design. It also argues how emotional design can help make inclusive design more innovative. Accompanied exemplar design process illustrates how emotional design contributes to inclusive design and how it leads to innovative products.

• The Journal of Korean Philosophical History
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• no.25
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• pp.7-40
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• 2009

The aim of this paper is to establish the theoretical foundation on "the integrative study of the character education for the promotion of social and emotional competencies of children.". Based on the social and emotional learning(SEL), this paper is tried to find out the effective ways to develop children's good character. According to SEL, social and emotional competence is the ability to understand, manage, and express the social and emotional aspects of one's life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. And it is also the process of acquiring and effectively applying the knowledge, attitudes, and skills necessary to recognize and manage emotions. Five key competencies such as self-awareness, social awareness, responsible decision making, self-management, relationship skills are taught, practiced, and reinforced through SEL programming. Both the social and emotional learning movement and the character education share in common the idea that much of human character can be modified for the better through learning. While character educators engage in developing civic virtue and moral character in our youth for more compassionate and responsible society, SEL educators engage in educating for a safe, secure, caring society. To effectively teach social and emotional competencies, the teachers themselves must embrace a teaching and learning philosophy that models the attitudes, feelings, and behaviors we aim to teach.

• Proceedings of the Korean Society of Precision Engineering Conference
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• 2012.05a
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• pp.883-884
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• 2012