• Journal of Science Education
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• v.38 no.3
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• pp.691-702
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• 2014

The purposes of this study were to develop the Interactive art STEAM program integrated science and art and to investigate the interest and perception of the elementary school students about the STEAM program. The Interactive art STEAM program was developed by the STEAM program team consisting of science education specialists, an art education specialist, and classroom teachers. The program included the science concepts which were relevant to the indicator reaction of acids and bases. The STEAM program had 3 steps: seeing the many interactive arts related to the program, and imitating the interactive arts, then creating new projects with the interactive art. The program was administered to a small class consisting of 11 $6^{th}$ grade students of an elementary school in S city. The results showed that Interactive art STEAM program improved students' interest about science and art classes. Also the students convinced that science and art could be integrated through the experiences of the Interactive art STEAM program. They were satisfied with the program and wanted to participate in another STEAM program.

• Proceedings of the Korean Institute of Interior Design Conference
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• 2007.05a
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• pp.77-78
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• 2007

This project has been designed for people to experience and understand the process, importance and benefit of coal fire plants. As the biggest and first typical Korean fire plant using coal, Boryeong fire plant has had important roll for the Korean industries. Even so, people has had wrong prejudice for the fire plant in terms of environmental protection. To do these kind of rolls, this museum has been designed with theme, "Boryeong fire plant mating symbiotic relationship between nature, human and technologies." The space was zoned with five major themes: i. circulation of energy in nature, ii. electric power and eco-fire plant, iii. future energy, iv roll for future of environment, v. Korea as the leading energy industry. The design has been developed focused on spatial experiences to make 'Design Sequence' with linear circulations haying several important destinations. The interior has been finished with minimal color and materials projected by big sized movie and various LED movie system. Concept of appordance has been used to make interactive experiences between exhibits and visitors.

• ETRI Journal
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• v.38 no.6
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• pp.1085-1094
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• 2016

In this work, we present interactive automultiscopic content with mobile surface haptics for multimodal interaction. Our system consists of a 40-view automultiscopic display and a tablet supporting surface haptics in an immersive room. Animated graphics are projected onto the walls of the room. The 40-view automultiscopic display is placed at the center of the front wall. The haptic tablet is installed at the mobile station to enable the user to interact with the tablet. The 40-view real-time rendering and multiplexing technology is applied by establishing virtual cameras in the convergence layout. Surface haptics rendering is synchronized with three-dimensional (3D) objects on the display for real-time haptic interaction. We conduct an experiment to evaluate user experiences of the proposed system. The results demonstrate that the system's multimodal interaction provides positive user experiences of immersion, control, user interface intuitiveness, and 3D effects.

• Proceedings of the Korean Institute of Interior Design Conference
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• 2004.11a
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• pp.25-30
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• 2004

The recognition of emotionality becomes so important that it is called 'emotional consumption society' Emotional design, which is mostly concern about user's consensus & experiences and in the space, is appeared on commercial place. Emotional design is understanded from a interactive point of view, human and interior-space. The purpose of this study is to examine the emotional design by analysis of multiple-commercial-functioned shopping places. Specially, the most recently remarkale Jerde partnership's shopping space in Japan.

• Proceedings of the Korean Institute of IIIuminating and Electrical Installation Engineers Conference
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• 2006.05a
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• pp.180-183
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• 2006

The recognition of emotionality becomes so important that it is called 'emotional consumption society'. The emotional design, which is mostly concerned about users consensus and experiences, is understood from a interactive point of view, human, and space. Today, the emotional design is a new paradigm. From this point of view, this paper, which presents patterns analysis of outdoor lighting by the emotional design, applies expression techniques of the emotional design in Analysis process of outdoor lighting patterns. Also, this paper shows examples at analysis process.

• Design Convergence Study
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• v.14 no.1
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• pp.47-61
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• 2015

Along with the advent of the digital era, the media environment in which an informant would convey information one-sidedly has evolved more towards engaging customers to actively participate and produce contents themselves. This change in content consumption behavior has brought about the new marketing paradigm. The new communication strategy is interactive marketing, which enhances brand-imprinting Effects, and has been consistently proposed these days. This study aims to examine these brand-imprinting effects through an empirical study and to propose an application plan. Therefore, methods of approach for engaging customers' participation and the methods of experiences are categorized by types through the case analysis of various domestic as well as international interactive marketing techniques. In addition, in-depth interviews have been carried out in order to verify the influence of interactive marketing on brand-imprinting effects. Through the interview, potential needs of customers were found. Based on the findings, marketing strategies that utilize interactive media installation for brand-imprinting effects have been constructed. First, to utilize a space for a medium of communication between customers and advertising media. Second, using storytelling as a construct that focuses on the individual's situation. Third, to design interactions that are proper to the situation and context.

• The Journal of Korean Academic Society of Nursing Education
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• v.24 no.2
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• pp.168-180
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• 2018

Purpose: The purpose of this study was to explore preceptees' experience among nursing students in the Clinical Nursing Practice program as integral practice. Specific aims were to identify problems students face as preceptees at a clinical practice and how they interact with preceptors and others. Methods: Grounded theory methodology was utilized. Data were collected from interactive field notes and transcribed notes with individual in-depth interview from 12 senior nursing students who had experiences as a preceptee in the Clinical Nursing Practice. Results: Through constant comparative analysis, a core category emerged as "Being refined while taking a firm stand with lack." The process of "Being refined while taking a firm stand with lack" consisted of four phases: sailing phase, adaptation phase, achievement phase and wistful returning phase. Conclusion: The findings of the study indicate that there is a need for nursing students to understand the limitations and strengths to learning experiences in preceptorship. In addition, the Clinical Nursing Practice as an integral practice program is needed to improve nursing capacity and for proper adaptation to real clinical environment among graduating students.

• Educational Technology International
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• v.20 no.2
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• pp.195-221
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• 2019

This study explored middle and high school students' learning experiences using e-textbooks in online learning courses. Data were collected from in-depth interviews. The interviewees for this study were 19 students who enrolled voluntarily in an online mathematics and science inquiry program, actively participated in the online learning. The students generally have high academic achievement and motivation for learning in science and mathematics. Data were analyzed based on a grounded theory approach. As a result, the characteristics of the online learning environment using e-textbooks were conceptualized via three different categories including temporal, spatial, and technical. Such characteristics of the learning environment were able to provoke self-directed learning, extended learning, interactive learning, in-depth learning, improved ICT literacy, and formation of positive emotions and learning habits. Most of the learners showed positive feedback towards the use of e-textbooks, while some mentioned the technical limitations compared to conventional paper-based learning. This study suggested that e-textbooks are likely to induce positive experiences for learners in the context of online learning, so it is necessary to design contents that utilize various functions and advantages of electronic teaching materials in order to use e-textbooks effectively.

• Information Systems Review
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• v.10 no.3
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• pp.39-64
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• 2008

As digital convergence evolves, it is expected that the market of IP-based services like VoIP and IPTV will be expanded. In particular, IPTV market is expected to attract consumers' attention through various interactive services offering a variety of experiences to consumers. Interactivity sets apart old media from new one in terms of how to mediate effects of user satisfaction. The object of this study is to investigate (1) multi-dimensional Interactivities in an interactive medium based on IP and relationship among them, and (2) significant factors affecting cognitive absorption of interactive media users. This study aims to provide implications on how to develop strategies for IP-based media including e-learning system.

• The Journal of the Korea Contents Association
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• v.13 no.10
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• pp.584-593
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• 2013

The purpose of this research is to analyze students' perception of smart learning focusing on its definitions, roles and values in distance higher education. In the online survey, 1,950 students of 'A' open university were participated. The results show that the students viewed the smart learning to be more 'absorbing', 'interactive' and 'collaborative' than the existing e-learning, as it compiles their experiences into learning. However, the respondents' perceptions of smart learning varied among different age groups: more students in their 40s and 50s responded that smart learning was 'customized', 'humanlike', 'interactive', 'comfortable', 'stable', 'familiar', 'unstressful', and 'practical' than students in their 20s and 30s, and they tend to view the main feature of smart learning to be the compilation of learner experiences.