• 지식경영연구
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• 제2권1호
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• pp.25-44
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• 2001

There are two types of organizational knowledge in terms of its creation process: experiential and analytical knowledge. The experiential knowledge is created by repetitive experiences of an individual or team through task execution, while the analytical knowledge is acquired by analyzing accumulated data or information in the organization. The experiential knowledge often remains tacit or implicit in the organization because it is primarily acquired at an individual or team level. Therefore, the issue on the experiential knowledge is to share it actively within the organization. On the other hand, the analytical knowledge is explicit in its nature since it is extracted from data or information. Thus, it is important to guide a systematic creation of the analytical knowledge rather than encourage to share it. The current trend of "knowledge management" mainly focuses on the experiential knowledge - know-how, idea, case, etc - and neglects another important knowledge in the organization. i. e., analytical knowledge. This paper tries to shed a new light on the "knowledge management" arena by introducing rather new perspective in the concept of knowledge. The purpose of this study is to identify the factors affecting the analytical knowledge creation in the organization. We conducted an exploratory case study of three companies with a previously defined research framework and found some critical factors for the analytical knowledge creation. They are "organizational resource", "effectiveness of feedback process", "data source management", and "experimental mind set". Finally, we proposed research model and propositions regarding the analytical knowledge creation in the organization.

• 지식경영연구
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• 제17권2호
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• pp.187-204
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• 2016

In this study, we investigated the repeated vist of the e-village shopping mall as an online agricultural business platform. We applied Pine and Gilmore (1998) theory for the e-village website information systems. We hypothesized that 4 dimensions such as entertainment experience, educational experience, esthetic experience, and escapist experience toward satisfaction and, moreover, we investigated the moderating trust effect of satisfaction and repeated visit website. We set those independent variables (entertainment experience, educational experience, esthetic experience, and escapist experience) and dependent variable as experience satisfaction. The results indicated that the 4 experiences factors had a positive effect on the experiential satisfaction, and the trust moderating effect has a negative effection between the experiential satisfaction and the repeated visit. The experiential satisfaction had a positive effect on the repeated visit of e-village websites.

• 한국콘텐츠학회논문지
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• 제9권5호
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• pp.230-240
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• 2009

본 연구는 정보처리과정과 선택에 대한 주류 마케팅 패러다임에 대한 대안으로써 진화론적 관점의 인지과학에 기초한 소비자 체험이론을 제안하고 있다. 소비자 체험이론은 체험적 모듈, 일차단계체험 및 이차 단계체험, 그리고 체험모듈의 위계구조라는 3개의 이론적 구조로 구성되어 있다. 본 이론에 근거하여 본 연구는 소비자 제품 평가에 대한 체험적 속성과 기능적 속성들의 영향을 조사하고 있다. 주요 연구 결과는 다음과 같다. (1) 조사대상자들은 지적 자극(예: 기능적 속성)보다 감각적이고 감정적인 자극(예: 체험적 속성)에 대해 보다 빠르게 반응하였다. (2) 체험모듈 유형(기능적 vs. 체험적) $\times$ 템포(정상 vs. 빠름) $\times$ 제품지식(초보자 vs. 전문가)의 상호작용이 제품평가에 대해 발생하고 있다.

• 정보과학회 컴퓨팅의 실제 논문지
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• 제24권3호
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• pp.122-128
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• 2018

실제 환경보다 더 안전하고 적은 비용으로 실제 훈련과 유사한 학습효과를 기대할 수 있는 가상훈련(Virtual Training)이 최근 주목받고 있다. 그러나 기존의 가상훈련 시스템들은 학습자의 훈련결과에 대한 평가를 평가자의 정성적인 판단에 의존해온 경우가 대부분이었다. 또한, 평가와 분석 기능이 해당 시스템에 국한이 되어 시스템마다 별도의 평가 분석 시스템이 필요했다. 본 논문에서는 가상훈련의 효과적인 평가와 분석을 위해 전문가의 경험지식을 활용하는 확장성 있는 가상훈련 평가 분석 시스템을 제안한다. 우선, 제안하는 시스템이 다양한 형태의 가상훈련 시스템과 연동될 수 있도록 Open API의 적용 방안을 다룬다. 그리고 가상훈련에 대해 전문가 경험지식을 별도로 구성하여 평가 분석 시 비교 대상과의 평가 효율성을 높였다. 구성된 전문가 경험지식은 제안된 평가 분석 절차에 따라 학습자의 훈련수행 결과와 정량적으로 비교 분석할 수 있게 했다.

• 디자인학연구
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• 제20권2호
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• pp.65-76
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• 2007

The primary purpose of this study was to evolve integrated design process for Experiential Design which is based on the former study, 'The Influence of Cognitive Factors on the Creative Abilities in Design'. Experience is a transformation factor to all of the design processes, which has three phase of problem solving; Input, Process, and Output. We regard Experiential Design is a transforming process from concept to experience, and set up a mode) of Holistic Design Process (HDP), which consists of four domains: Four Causes, Thinking Modes, Sensory Modalities, and Creative Abilities. Revolving Sensory Modalities (SM), Creative Abilities (CA), and Thinking Modes (TM) around Product Design Specification (PDS) through a design process, Design Concepts ripen and mature into Externalization. Each component of Experiential Design (TM, SM, and CA) turns around the PDS. Here, experience is first perceived by the five senses. Then, the knowledge is formed, and the CA works for a problem solving. And TM controls all of these procedures. We regard these are a phenomenon of Experiential Design. The HDP can be helpful to develop valuable solutions and create a good experience.

• 가정과삶의질연구
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• 제22권2호
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• pp.59-67
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• 2004

As we enter into the 21C, it is important to reassess the knowledge and skills that are necessary for individual consumers and consumer professionals to be able to function efficiently in the rapidly changing society, and also to develop teaching tools fit to enhance the teaming of such knowledge and skills. The Purpose of this study is three-folds: 1) to identify key competencies necessary in the 21C consumer education, especially in higher education institutions, 2) to suggest 'experiential learning' as an ideal pedagogical tool for consumer education in the 21C century, and 3) to provide an example from an undergraduate classroom in the U.S. that applies 'service learning' as a teaching tool in a consumer studies curriculum. Discussions about the potentials for expanding this learning strategy are also provided.

• 한국임상약학회지
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• 제26권4호
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• pp.283-290
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• 2016

Experiential education is a core curriculum of 6-year pharmacy education. Practicing pharmacists lie at the heart of experiential education serving as preceptors for undergraduate pharmacy students during experiential education. Preceptors are, however, confronted with a challenge of caring for patients and teaching students at the same time in a time-constrained environment. To improve the effectiveness and outcomes of experiential education, practicing pharmacists are required to demonstrate educational competence. Even small teaching moments can provide students with valuable learning opportunities that they could not have from on their own. Thus, it is vital to provide education and training for preceptors to advance their teaching skills. This article will describe practical and effective teaching skills that preceptors could adopt in the experiential education for pharmacy students. It is important that preceptors should use different teaching skills for different learners, according to their level of experience and knowledge, learning styles and needs, as well as the type of the practice. Therefore, possessing diverse teaching skills provides flexibility to adapt teaching to each student's learning levels and needs, and to the charateristics of the practice environment. Preceptors' level of confidence and comfort in using teaching skills can be enhanced through continuous practice and training, which consequently leads to the improved effectiveness of experiential education and student's satisfaction with the education.

• 한국의류학회지
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• 제29권9_10호
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• pp.1329-1339
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• 2005

The purpose of this study was to investigate the effect of consumer knowledge and involvement of apparel products on information processing style. The subjects of this study were female adults who lived in Seoul, Kyunggi or Incheon areas and Quota sampling using age and residential areas was employed. The data were obtained from 603 questionnaires. Data were statistically analyzed using SPSS 10 and LISREL 7.0. Major statistical methods were factor analysis, Cronbach's a coefficient, multiple regression analysis, and structural equation model analysis. The results were as follows: 1. Consumer knowledge significantly influenced information processing styles. Rational processing style was significantly influenced by objective knowledge, while experiential processing style was significantly influenced by subjective knowledge. 2. Involvement was related to the subjective knowledge more than objective knowledge. Consumers who had higher interest, social importance and followed latest fashion trends tended to process information more experientially.

• 현장농수산연구지
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• 제11권1호
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• pp.21-33
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• 2009

The agricultural tourism is something that urban people can have an experience of the traditional culture and knowledge of the agriculture, so that it result the improvement of the agricultural profit and keep the special agricultural system. Recently, the demand of the agricultural tourism was increasing, but it was not really enough today that the practice of the tourism for essential farm experience or physical plan. The experiments were practiced by a land in Sucheong-li, Namjong-myun, Gwangju-si, Gyeonggi-do which provides the program for the basic plan and management of the experiential farm, so it shows a developmental model of that typical farm. The basic design of developmental model was formed by the analysis of the natural, civilized and visual environments. The site plan for the experiential farm was composed of a parking lot, public facilities, resting place, experiential site, sports facilities and pedestrian space. There was an examination that the activation of experiential farm should change the concept of the big production or labor-focused farm from a tourism-focused form.

• 디지털산업정보학회논문지
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• 제19권1호
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• pp.153-172
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• 2023

We look into the theory of experiential learning, which allows learners to design and organize their own lives, as well as to develop the necessary competencies for students who will be living in intelligent information society. We also investigate the teaching and learning methods, as well as the educational contents of artificial intelligence education, and develop an approach to artificial intelligence education that will develop learners' capabilities. As a result, we have investigated the pedagogical needs for artificial intelligence education in elementary and secondary schools, critically reviewed the discussions on experiential learning-based education for artificial intelligence education in elementary and secondary schools, and proposed a plan. Experiential learning achieves comprehension and knowledge acquisition naturally, as well as subject connection and integration. When preparing for artificial intelligence education, practical methods and procedures for developing capabilities in artificial intelligence education, focusing on in-depth learning, inter-subject linkage and integration, life-related learning, and reflection on the learning process, should be considered unavoidable.