• Journal of The Korean Association For Science Education
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• v.24 no.4
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• pp.687-708
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• 2004

The purpose of this study is to investigate the relationships between cognitive conflict and students' causal attributions and to find out what kinds of attributions affect successful resolution of cognitive conflict in learning physics. Twenty-nine college students who attended a base general physics course took an attribution test and a conceptual pretest related to action and reaction concept. Of these, twenty students who revealed alternative conceptions were selected. They were confronted with a discrepant demonstration and took part in the cognitive conflict level test, a posttest, and delayed posttest. Those students who experienced high levels of cognitive conflict were selected and interviewed to find out what kinds of attributions affect resolving the conflict. When confronted with the discrepant event, the students who attributed success outcomes to "effort" experienced higher levels of cognitive conflict than those to "task difficulty." However, those students who revealed high levels of cognitive conflict and attributed success outcomes to effort did not always produce conceptual change. They had different perspectives on effort and conducted different effort activities to resolve the cognitive conflict. In addition, these effort activities appeared to include their motivational beliefs, metacognitive and volitional strategies. The results of this study indicate that in order for the conflicts to lead to change, students need to have the perspective on effort implying the use of the self-regulated learning strategy and to conduct effort activities based on them. Beyond cold conceptual change, this article suggests that there is a management strategy of cognitive conflict in the classroom context.

• Journal of Korean Society of Industrial and Systems Engineering
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• v.6 no.8
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• pp.13-19
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• 1983

In this paper an attempt is tried to answer the following questions : What does ergonomics have to do with work satisfaction\ulcorner Is there more satisfaction when ergonomics have applied in the design of work\ulcorner Is ergonomics important for work satisfaction\ulcorner This paper is started by defining the concept of satisfaction and ergonomics which is still at a comparatively early stage of development, and the effect of this in practice is that the majority of ergonomics assignments involve research. And then there discussions difficult theories of motivation and satisfaction such as Maslow' theory and Horzberg's theory. And in this paper I'll try to formulate the logical consequences of those theories for the relation between ergonomics and satisfaction. Finally I'll conclude with some ideas about the significance of ergonomics satisfaction. The level of satisfaction experienced with one's work is a complete function of the degree to which different values connected with work and with its concomitant results are attained, the opportunities perceived for the attainment of these values, the relative advantages and disadvantages of the work situation compared with that of other people, and personality and cultural determinants. As for ergonomics, the ergonomist's comprehension will need in future to encompass more of the emotional, attitudinal and motivational facts of working people. Ergonomically - designed work will not produce high degrees of satisfaction, but absence of ergonomics in design will be connected with some dissatisfaction. So this paper suggest s that ergonomics has some significance for work satisfaction and that social Psychological efforts to enhance work satisfaction cannot easily succeed without taking into account human-factors principles.

• Journal of agricultural medicine and community health
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• v.41 no.3
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• pp.152-161
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• 2016

Objective: The purpose of this study was to develop a motivation-enhancing self-management program and apply to rural aged with hypertension to evaluate the applicability of the Program. Methods: The motivation-enhancing self-management program was on the evidence of Orem's self-care theory and Ford's Motivational system theory which consists of group education and tele-coaching conducted 12-week. The program evaluation was done by structured questionnaires of motivation (self-efficacy, perceived benefit, perceived barrier and emotional salience), self-care and blood pressure. There were totally 31 aged with hypertension in 2 rural areas enrolled in the program. Results: There was only perceived benefit statistically significant between the intervention and control group (t=2.05, p=.04) and self-care level was no difference between the two groups (t=0.21, p=.84) after program. But there are statistically significant differences of systolic blood pressure between the intervention and control group(t=-2.62, p=.01). Conclusion: The motivation-enhancing self-management program is necessary for the rural aged with hypertension, but it's needed modify and revise in the future study.

• Journal of Nutrition and Health
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• v.37 no.3
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• pp.202-209
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• 2004

A case-control study was conducted in order to examine dietary behavioral factors associated with colorectal cancer risks. Data were collected from 128 cases with either colorectal cancer or large bowl adenomatous polyps and 129 controls regarding stages of dietary behavioral change, perceived barrier, self efficacy, nutrition knowledge, social support and food availability as well as body mass index and overall dietary quality. Cases showed less desirable behaviors with respect to fat reduction and vegetable intake compared with controls based on the analyses of the stages of dietary change. After adjustment of relevant covariates (age, gender and smoking), significant trends of increasing risk with higher level emerged for perceived barriers resulted from environmental conditions (OR = 1.6 - 2.0) and self-efficacy (OR = 2.2-2.3). No such relationships were found for nutrition knowledge and social support. The risk of colorectal cancer was associated with the kinds of foods available at home showing a borderline protective relation with milk (OR = 0.6) and respective significant and borderline direct associations for fresh meat (OR = 2.1) and soft drinks (OR = 0.6 when reversely scored). Within-group analyses presented best predictors of overall dietary quality as food availability for the case and self-efficacy and social support for the control. The findings of this study suggested a need for focusing on motivational and reinforcing factors in the development of nutrition education programs for colorectal cancer prevention.

• The Journal of Korean Physical Therapy
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• v.31 no.3
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• pp.141-146
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• 2019

Purpose: To investigate the effect of an augmented reality (AR) system on muscle strength and function level of the paretic lower limb and the balance ability in the early rehabilitation program of acute stroke patients. Methods: The participants (30 or fewer days after stroke) were randomly assigned to receive intervention with an early rehabilitation program using an AR system (n=1) or an early rehabilitation program consisting of functional electrical stimulation and tilt table use (n=1). Patients in both subjects received interventions 4-5 times a week for 3 weeks. Results: In the paretic limb muscle strength, AR subject was increased from 15 to 39.6 Nm and Control subject was increased from 5 to 30.2 Nm. The paretic limb function of AR subject motor function was increased from 8 to 28 score and Control subject motor function was increased from 6 to 14 score. But sensory function was very little difference between the two subjects (AR subject: from 4 to 10 score, Control subject: from 3 to 10 score). In the balance ability, AR subject had more difference after intervention than control subject (AR subject: 33 score, Control subject: 22 score). Conclusion: The early rehabilitation program using the AR system showed a slightly higher improvement in the motor function of the paretic lower limb and balance ability measurement than the general early rehabilitation program. The AR system, which can provide more active, task-oriented, and motivational environment, may provide a meaningful environment for the initial rehabilitation process after stroke.

• Journal of Korean Society for Quality Management
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• v.49 no.3
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• pp.405-420
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• 2021

Purpose: This study started with the question of how to use Virtual Reality (VR) contents as a part of the non-face-to-face education tool that has recently attracted attention. Methods: In this paper, the use of VR contents as an educational tool is explained as a process of 'new media access dimension'. The question was explored on why Virtual Reality (or Augmented Reality) contents are not used as educational tools in the educational field. Results: As a result, the lack of 'material access' such as devices and infrastructure affects 'motivational access' approach stage, which is the previous stage. Again, it has a negative effect on literacy, which is 'skill access' approach stage. As it was found that it was not circulating to the level of "motive-material-skill-usage", it was discussed that it was taking a different step from the past adoption process of ICT and smart media. Conclusion: Based on this, it is believed that immersive content will contribute to arousing interest that can be applied and spread in the educational field, and it is also thought that it will be possible to derive academic interest in the educational effect according to the characteristics of immersive content such as VR.

• Journal of Korea Multimedia Society
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• v.25 no.2
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• pp.311-324
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• 2022

In this paper, we adjusted the feedback and learning materials for each learning based on ARCS motivation which applied DEVS methodology. We designed the ARCS professor-student model that expresses the continuous change in the student's attitude toward the class according to the student's attention, relevance, confidence, and satisfaction. It was applied to computational thinking and data analysis classes Based on the designed model. Before and after class, the students were asked the same question and then analyzed for each part of the ARCS. It was observed that students' perceptions of Attention, Relevance, and Satisfaction were improved except for Confidence. we observed that the students themselves felt that they lacked a lot of confidence compared to other ARS through the analysis. Although, Confidence showed a 13.5% improvement after class but it was about 33% lower than the average of other ARS. However, when it was observed that students' self-confidence was 30% lower than other motivational factors it was confirmed that the part that leads C to a similar level in other ARS is necessary.

• Korea Science and Art Forum
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• v.21
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• pp.437-449
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• 2015

The research aims to verify the effects of preference for science and self-directed learning ability of the science puppet show program that the researcher has developed as a STEAM education model. The results for conducting the survey with the same questionnaire before and after the program targeting the students showed that the science puppet show had effects on increasing the science related assignment performance will of the behavioral will among the three sub-dimensions including emotional respond, value cognition and behavioral will, but there was no effect on overall aspects of science preference. It can be interpreted as reflecting the characteristics of the scientific talents who already have a high level of preference for science. In addition, the three sub-dimensions including the cognitive regulation, motivational regulation and behavioral regulation had effects on the self-directed learning ability. Especially it had great effects on the directed learning ability of cognitive regulation, learning motivation of motivational regulation, tool application of behavioral regulation, and cooperation capacity which were greater for female students than male students. It is judged that the three-staged science puppet show program including the 'content integrating stage' that the students integrate the curriculum contents, 'integrated mission stage' of solving the visualization, auralization and performance missions by themselves, and 'process integration stage' of making the stage piece all together.

• The Journal of the Korea Contents Association
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• v.20 no.1
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• pp.334-344
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• 2020

This study explored students' subject interests and task difficulty recognition levels changed when they provided tasks with Keller's ARCS motivation design in PBL(Problem Based Learning) class. This study participant were 79 college students majoring in teaching profession. Experimental and comparative groups were formed for the study. Primary PBLs were conducted to measure prior levels of subject interest and task difficulty recognition. Secondary PBLs were performed to verify the effectiveness of the ARCS motivation design task. The experimental group performed the tasks that reflected the ARCS motivation design. Collected data were analyzed using ANCOVA. As a result, the experimental group had a higher level of subject interest and a lower level of task difficulty recognition.

• Korean Business Review
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• v.14
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• pp.211-235
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• 2001

The level and motivational basis of consumer involvement have been recognized as having important effects on purchase behavior. To explore the importance of hedonic aspects of involvement upon consumer purchase behavior, survey data on involvement degree and type concerning 8 product classes from 388 respondents was analyzed. Major findings of this study are summarized as follow. First of all, hedonic factor is evidenced as an important component of consumer involvement. In addition, hedonic dimension of involvement is proved to have significant effects on consumer purchase behavior in general. Secondly, analysis of the difference in behavioral tendencies between purchasing product with hedonic value(coffee) and utilitarian motive(washing machine) shows that consumers have relatively high in degree of brand differentiation, brand commitment, product knowledge in purchasing product with hedonic value. This means that hedonic aspect of product and thus hedonic involvement has not less important in predicting consumer behavior. Finally, several interactive effects, which suppot to and conflict against the previous research findings, between level and type of involvement upon purchase behaviors are detacted. This implies that hedonically induced involvement has moderating roles in the effects of consumer involvement on purchase behavior.