• Information Systems Review
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• v.22 no.2
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• pp.77-99
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• 2020

Smart speaker is a device that provides an interactive voice-based service that can search and use various information and contents such as music, calendar, weather, and merchandise using artificial intelligence. Since AI technology provides more sophisticated and optimized services to users by accumulating data, early smart speaker manufacturers tried to build a platform through aggressive marketing. However, the frequency of using smart speakers is less than once a month, accounting for more than one third of the total, and user satisfaction is only 49%. Accordingly, the necessity of strengthening the user experience of smart speakers has emerged in order to acquire a large number of users and to enable continuous use. Therefore, this study analyzes the user experience of the smart speaker and proposes a method for enhancing the user experience of the smart speaker. Based on the analysis results in two stages, we propose ways to enhance the user experience of smart speakers by model. The existing research on the user experience of the smart speaker was mainly conducted by survey and interview-based research, whereas this study collected the actual review data written by the user. Also, this study interpreted the analysis result based on the smart speaker user experience dimension. There is an academic significance in interpreting the text mining results by developing the smart speaker user experience dimension. Based on the results of this study, we can suggest strategies for enhancing the user experience to smart speaker manufacturers.

• 제어로봇시스템학회:학술대회논문집
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• 1997.10a
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• pp.791-794
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• 1997

Based on a systematic ide developed for experience-based expertise acquisition systems, a human-oriented methodology for plant operation is described.

• Journal of Korean Academy of Nursing Administration
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• v.19 no.2
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• pp.292-303
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• 2013

Purpose: The purpose of this study was to explore nurses' experience of evidence-based nursing practice in general hospitals. Methods: Data were collected from 13 nurses through in-depth interviews about their experiences with evidence-based practice. The research questions were "What kind of evidence are you using in your practice?" and "What are the barriers to and enablers of evidence-based practice that you have experienced?" Qualitative data from field and transcribed notes were analyzed using qualitative content analysis methodology. Results: Major themes of using evidence were identified as 'research as primary valid evidence', 'information from local context and internet as realistic evidence', and 'clinical experience as pragmatic evidence'. Patient experience was not used as evidence in solving nursing problems. Barriers to and enablers of evidence-based practice were linked. They included both external, organizational factors and individual factors. Main issues were 'lack of evidence and poor work environment', and major facilitating factors were 'improving knowledge and skills related to evidence-based practice' and 'communicating and sharing evidence'. Conclusion: The study findings provide useful information for understanding nurses' experience of using external and internal evidence along with their meaning. A multidimensional approach is needed to overcome barriers to and implement evidence-based practice.

• Journal of Korea Entertainment Industry Association
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• v.15 no.3
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• pp.141-152
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• 2021

The purpose of this study is to examine the effects of screen baseball experience factor on pleasrue, experience value and quality of life based on experience economy theory. To achieve the purpose of the study, 366 questionnaires who had experience visiting screen baseball were surveyed. Frequency analysis, factor analysis, reliability analysis, correlation analysis, Multiple regression analysis using SPSS ver 21.0. Results of this study are as follows, First, Experience factors (entertainment experience, escapist experience) were found to have a significant effect on the pleasure. Second, Experience factors(entertainment experience, escapist experience and aesthetic experience) were found to have a significant effect on the experience value. Third, Experience factors(entertainment experience, educational experience and escapist experience) were found to have a significant effect on the quality of life. Through these study results, this suggests that the experience factors of screen baseball users positively influence the pleasure, experience value and quality of life. Therefore, it is necessary to develop an experience factor reinforcement program and expand facilities in order to increase the pleasure, experience value, and quality of life of screen baseball users in the future.

• Journal of the Korean Society for information Management
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• v.37 no.2
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• pp.353-379
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• 2020

This study developed a user experience factors for the evaluation of knowledge and information resource system from the user experience perspectives, which is emerging as a new analysis standard in the field of information media and information service research. Based on the analysis criteria selected through literature analysis, 'system perception factor' and 'user experience factor' were derived as factors influencing the use of information systems through an experimental study based on the user experience sampling method. As a result, the user experience factors of final knowledge and information resource system includes nine user experience factors, 55 detailed user experience factors, and 138 system perception factors. This study is significant in that the abstract concept 'user experience' was derived and presented as a practical, concrete, measurable factor through experiments. The derived user experience factors should serve as a basis for measuring user experience perceived by users of the knowledge and information resource system.

• Journal of Digital Convergence
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• v.10 no.1
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• pp.293-300
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• 2012

This study investigates the causal relationships among flow experience, self-directed learning readiness, internet addiction and academic achievement in web-based computer education. The gender differences in path models were also examined. The results indicated that, self-directed learning readiness has positive and direct influence on flow experience and academic achievement. And self-directed learning readiness has a negative and direct influence on internet addiction. For female students, academic achievement was positively and directly influenced by flow experience and indirectly by self-directed learning readiness. However, the mediating effect of flow experience and indirect effect of self-directed learning readiness were not significant for male students.

• Journal of Fisheries and Marine Sciences Education
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• v.28 no.3
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• pp.678-691
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• 2016

This study intends to explore the characteristics of prospective teachers with a qualitative study based on the experience of students. To that end, the classes of prospective teachers and experienced teachers were compared through the students with focus on PE class. Practicum is the first teaching experience of prospective teachers and there are many related studies. However, there are few studies contributing to the reflective introspection of prospective teachers based on the experience of students. Thus, this study intends to promote their reflective introspection on their practicum, the first teaching experience. It was revealed that the majority of students find the prospective teachers' class less helpful than the class of experienced teachers. The detailed findings are as follows. First, the students find that prospective teachers only focus on the textbook and materials they have prepared. Second, most students find that prospective teachers do not consider the level of students as they focus on the textbook only. Third, most students find the class of prospective students uninteresting. Fourth, most students find that prospective teachers are unable to help students acquire various functions easily. The findings show that the majority of students find the prospective teachers' classes are inadequate. It implies that prospective teachers do not gain effective teaching skills at their universities (college of education). Prospective teachers should identify their areas of improvement based on their student experience.

• Journal of the Ergonomics Society of Korea
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• v.31 no.2
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• pp.299-308
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• 2012

Objective: This study presents the conceptual framework and the conceptual model to account for user experience by expanding the existing concepts of usability, in particular considering the user-interface environment in digital convergence. Background: To better understand a variety of users interacting with a converged product based on digital technologies, there seems to be a limit to consider the existing concepts of usability. All possible aspects of user's interaction with a product in a context of use need to be taken into consideration. Method: This study identifies the concept of user experience through a comprehensive literature review. Results: First, this study reviews the existing concepts of usability and user experience. And then this study describes four main components in the conceptual framework of user experience: user's internal states, user's external states, a product, and various outcomes, each of which encompasses distinct sub-components. The conceptual model of user experience accounts for how user's internal states change over time and for how different sub-components affect actual behavior of use. Conclusion: It is expected that these user experience concepts can be used in basic resources to better understand different behavioral characteristics of users and to better design interactive products in converged digital environments.

• Hwankyungkyoyuk
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• v.21 no.2
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• pp.40-50
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• 2008

The purpose of this study was that verify the difference of pro-environmental behavior according to be present or not of experience environmental education for developing pro-environmental and show basic material to prepare efficient operation plans of experience environmental education is based on factor which effect of pro-environmental behavior difference according to the types. Elementary schools were divided through existence and nonexistence of an experience environmental education than I was checked up the pro-environmental behavior of students, who joined in different environmental educations each other. It was analysis by dividing into an environmental education of school, an educator (teacher, environmental-interpreter), and fields for environmental education (school inside and outside) to know types of experience environmental education. In result, elementary schoolers who experienced an experience environmental education at school class, had higher an environment-friendly behavior and elementary schoolers, who experienced an experience environmental education at class from environmental-interpreter, had higher an environment-friendly behavior by and large. As a result, this study showed that the area based on their residential quarter and an experience environmental education with realistic plans to connect with social environmental education for developing pro-environmental carrying out the most positive effect.

• Educational Technology International
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• v.19 no.1
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• pp.35-60
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• 2018

The purpose of this study was to analyze the types of lesson and its effectiveness with digital textbook. To address those goals, we had observed five classes of the primary school, which designated as a research pilot school for digital textbook. Based on the result of observation, 3 types of lesson with digital textbook were categorized: Teacher-directed lecture (type 1), Blended learning (type 2), and Flipped learning (type 3). Depending on the type of lesson was analyzed the positive and negative effectiveness by means of matrix analysis method. As a result, in Teacher-directed lecture (type 1), there was found out the participation of the lesson in atmosphere of stable and comfortable as positive experience, also digital textbook operating immature and boring as negative experience. In Blended learning (type 2), there was found out the fun by sharing the product and peer feedback, and flow by learning transfer as positive experience, also digital textbook operating immature and understanding the difference between assignments as negative experience. In Flipped learning (type 3), there was shown the positive attitude and ownership in the lesson as positive experience, also distracting and boring in the lesson when learner was excluded in participation as negative experience. Based on the results, we suggested some strategies for improving positive experience and protecting negative experience in the lesson with using digital textbook.