• Journal of Korean Elementary Science Education
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• v.39 no.1
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• pp.145-153
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• 2020

Students' engagement is very important for effect science learning. Multidimensional approaches on students' engagement defines engagement in three ways which includes cognitive, behavioral, and cognitive engagement. Based on the multidimensional approaches on students' engagement, this study identified latent groups of elementary students characterized by patterns of cognitive, behavioral, and emotional engagement in science classes. This study also compared students' perceptions of their engagement in general science classes and small-group activities by the latent groups. 377 elementary students were involved in this study. 5-scale Likert survey were used in order to investigate students' engagement in science classes. Latent class analysis using Mplus program identified 3 latent groups of students engagement in science classes: Highly engaged, moderately engaged, and minimally engaged in three ways of engagement. The mean scores of cognitive, behavioral, and emotional engagement were significantly different by three latent groups. In addition, there were significant difference in students perceptions on participating experiments activities and carefully listening of teacher among latent groups. However, there was no significant difference in students' perceptions on their actions during small-group activities. Educational implications were discussed.

• International Journal of Contents
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• v.16 no.4
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• pp.39-49
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• 2020

The goal of this research was to understand the patterns of multidimensional engagement in MOOCs. An email with an online survey link was sent to enrollees in an MOOC course. The survey included 35 questions asking about engagement, teaching presence, and learning persistence. The items were validated in the literature, revised for the MOOC setting, reviewed by four professionals in the field of educational technology, and used in the study. A heterogeneous group of 170 individuals gathered through convenience sampling participated in the study. With cluster analysis of the engagement data, three groups were identified: Cluster1, 2, and 3. Cluster 1 scored high on behavioral, emotional, and cognitive engagement. Cluster 2 scored high on behavioral aspects but low on emotional and cognitive engagement. Cluster 3 scored low on behavioral and cognitive engagement but high on emotional aspects. The study addressed cluster-specific learner characteristics and differences in perceived teaching presence and learning persistence. Design strategies pertaining to each cluster were further discussed. These strategies may guide instructors and practitioners in the design and management of MOOCs and should be further validated through future studies.

• The Journal of Information Systems
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• v.24 no.4
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• pp.99-116
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• 2015

Purpose One of the main characteristics of Social Network Service(SNS) is that users in an open space makes posts through voluntary participation and sharing among them. This makes SNS a very attractive channel to companies that need to send their messages to consumers. As a matter of fact, there are many companies doing marketing activities through a platform of Fan Page as a space for corporations and consumers to act together. This study defines the values and types of companies' advertising posts on Facebook, empirically analyzes the results of them, and investigates factors that could enhance the customer engagement. Design/methodology/approach A research model was built to demonstrate which values and types of posts were combined by corporations' posts on Facebook and create their messages and which of those combinations would lead to high results of customer engagement. Findings The results show differences in the values of posts between the group of high customer engagement and the other group on Facebook. This study makes its contribution by conducting elaborate analysis of posts on Facebook and thus proposing marketing strategies that companies, which had difficulties with systematic marketing activities due to cost limitations, could use on Facebook.

• Journal of the Korean Society of Clothing and Textiles
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• v.46 no.4
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• pp.583-599
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• 2022

This study aims to clarify the implications of rapidly growing live commerce in China by examining the multifaceted aspects of social presence, in particular to help small commerce operators and platform companies. It examines the effect of cognitive and affective social presence on consumer engagement by evaluating consumption values and trust in streamers. In this survey study, the responses of 221 individuals residing in large cities of China were analyzed using structural equation modeling. The results showed that cognitive social presence had a positive effect on consumer engagement by mediating the utilitarian value and trust in streamers. Furthermore, affective social presence had a positive effect on consumer engagement through the hedonic value and trust in streamers. Thus, our research provides a new perspective to approaching a multidimensional social presence and understanding consumer behavior in live commerce. Moreover, it contributes to the application and expansion of social presence theory in this field.

• Korean Journal of School Psychology
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• v.9 no.3
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• pp.485-503
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• 2012

Academic engagement has been known as a strong predictor of students' cognitive and affective outcomes in an educational context. Despite increasing interest and theoretical usefulness of this construct, a few researchers seem to be interested in the validation of instruments to measure academic engagement for Korean students. Thus, this study would like to introduce one of academic scales widely used, UWES-S(Utrecht Work Engagement Scale-Student) (Schaufeli et al., 2002a: 2002b) and to validate the UWES-S for Korean college students. To validate the Korean version of the UWES-S, 651 college students (285 for Field Trial, 366 for Main Study) were used. The procedure is as follows. First, we used an integrated adaptation procedure to produce a Korean version of the UWES-S. Second, EFA(exploratory factor analyses) was applied to explore the factor structure of the UWES-S on the field trial data. Third, the psychometric properties of the UWES-S items were examined by graded response model(GRM). Also CFA(confirmatory factor analysis) was used to examine its internal construct validity for the data from the main study. Finally, the external validity of the UWES-S was scrutinized with the related variables such as academic motivation and satisfaction. As a result, the Korean version of the UWES-S with 13 items was accepted that the four items were excluded from its original version. Second, the internal validity was supported that the 3 factor CFA model(vigor, dedication, absorption) fit the data well. Third, we supported the partial mediation model that academic engagement played as a mediating variable between academic motivation(internal/external) and academic satisfaction. Finally, the differences between a validation of UWES-S for Korean college and high school students, the necessity of construct equivalence testing, and direction for future research of scale validating were discussed.

• Journal of The Korean Association For Science Education
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• v.44 no.1
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• pp.11-27
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• 2024

This study aimed to investigate the role of scientific empathy in influencing students' productive disciplinary engagement in scientific activities and analyze the key factors of scientific empathy that manifest during this process. Twelve fifth-grade students were divided into three subgroups based on their general empathic abilities. Lessons promoting productive disciplinary engagement, integrating design thinking processes, were conducted. Subgroup discourse analysis during idea generation and prototype stages, two of five problem-solving steps, enabled observation of scientific empathy and practice aspects. The results showed that applying scientific empathy effectively through design thinking facilitated students' productive disciplinary engagement in science. In the idea generation stage, we observed an initial increase followed by a decrease in scientific empathy and practice utterances, while during the prototyping stage, utterance frequency increased, particularly in the later part. However, subgroups with lower empathic abilities displayed decreased discourse frequency in scientific empathy and practice during the prototype stage due to a lack of collaborative communication. Across all empathic ability levels, the students articulated all five key factors of scientific empathy through their utterances in situations involving productive science engagement. In the high empathic ability subgroup, empathic understanding and concern were emphasized, whereas in the low empathic ability subgroup, sensitivity, scientific imagination, and situational interest, factors of empathizing with the research object, were prominent. These results indicate that experiences of scientific empathy with research objects, beyond general empathetic abilities, serve as a distinct and crucial factor in stimulating diverse participation and sustaining students' productive engagement in scientific activities during science classes. By suggesting the potential multidimensional impact of scientific empathy on productive disciplinary engagement, this study contributes to discussions on the theoretical structure and stability of scientific empathy in science education.

• Journal of the Korean Institute of Landscape Architecture
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• v.33 no.5 s.112
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• pp.1-14
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• 2005

This study describes the recognition and the application of materials corresponding to the formative language of landscape design as the formative process of creating connote forms and meanings in a space. The purpose of this study is to propose the significance of materiality not only for conveying the meaning of landscape but also for providing expanded experience through synesthetic perception. The study consists of two parts: (1) The concept of materiality in landscape architecture is studied in three categories, which are divided in chronological order when the recognition of materials was changed. (2) Based on this exploration of the concept of materiality and the ways of expressing it that have developed from landscape arts to landscape architecture, the significance of materiality as the medium of contemporary landscape design is proposed. Breaking from previous technical and engineering approaches to materials and from a vision-centered recognition of materials, this study focuses on aesthetic and semantic aspects of materiality and is based on multidimensional recognition though synesthesia. Materiality has significance not only as the dynamic medium that carries the meaning of landscape by providing connections with the surrounding environmental context, but also as the engagement medium that expands observers' experiences with the environment through synesthesia. The study of materiality as the medium of landscape design would contribute to expanding the scope of the language of landscape design and to expressing the meaning of landscape through materiality being revealed on the basis of converted recognition of materials.

• Journal of Convergence for Information Technology
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• v.10 no.11
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• pp.64-76
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• 2020

The purpose of this study is to empirically analyze the mediating effect of job stress and Job engagement in job satisfaction between WFC(Work-Family Conflict) and quality of LMX(eader-member exchange) relationship of married female workers based on JD-R(Job Demands-Resources) model. A total of 945 people were targeted using the 7th panel data from the Korean Longitudinal Survey of Women and a structural equation model was used to verify the causal relationship and mediating effect of each variable using spss 23.0 and AMOS 21.0. As a result of the study, it was confirmed that WFC did not directly affect job satisfaction, and it was found that job satisfaction was negatively affected through job stress related to WFC. It was found that the quality of the LMX relationship had a positive effect on job satisfaction and reduced job stress, thus positively affecting job satisfaction. Job engagement was found to mediate the relationship between LMX and job satisfaction. This study is meaningful in that the search for multidimensional psychological and contextual factors that lead to job performance and job demands of married female workers are conducted.

• Journal of Public Diplomacy
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• v.2 no.1
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• pp.97-115
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• 2022

What is the relationship between city diplomacy and public diplomacy in the United States? Whilst this question is often raised among scholars and practitioners of public diplomacy, a concrete and systematic response to it seems difficult to locate. This paper addresses the question by relying on earlier research based on empirical analysis of data from semi-structured interviews with city officials with international purview in the United States as well as with current and former officials at the U.S. Department of State who have worked on topics related to city diplomacy. The research and analysis that informs this paper and the diagrams it offers are hinged on design principles and adopt an architecture studio style approach to data analysis. Further, multidimensional scaling and correspondence analysis are used to visualize the convergence and divergence between the functions of public diplomacy, as introduced by Nicholas Cull, and the functions of city diplomacy that this paper introduces. This is done to first, provide a framework for understanding the dynamics between city diplomacy and public diplomacy; and second, uncover the policy intervention space that could guide policies for making U.S. city diplomacy and public diplomacy more strategically aligned.

• Research in Mathematical Education
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• v.27 no.2
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• pp.211-221
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• 2024

What is the aim of mathematics education? Current aims of mathematics education often lack the multidimensionality needed to account for a successful experience in mathematics. In this short paper, we argue for a multidimensional aim of mathematics education via the construct of flourishing. Flourishing is derived from the notion of eudaimonia, which broadly refers to achieving the "highest good," or living a well-lived life. Building on prior research, we operationalize flourishing as an aggregate of several positive affective, behavioral, cognitive, and social traits, all of which contribute to students' propensities to achieve the "highest good" in mathematics. In particular, we propose five traits which contribute to students' propensities to achieve the "highest good" (i.e., flourish) in mathematics: (1) positive emotions toward mathematics; (2) engagement in mathematics; (3) community in mathematics; (4) meaning in mathematics; (5) perceived competence in mathematics. Thus, we argue that one productive aim of mathematics education is to support students in fulfilling each of these traits, which ultimately leads to flourishing in mathematics. To supplement our theoretical stance, we offer suggestions for measuring flourishing as an aim. We close this short paper by describing the implications that such an aim might suggest for pedagogy, policy, and research.