• Journal of Information Technology Applications and Management
• /
• v.28 no.3
• /
• pp.31-48
• /
• 2021

Knowledge is a key resource for organizations to gain and maintain competitive advantage. Therefore, it is important for organizations to motivate employees to share knowledge with each other in order to achieve optimal performance of knowledge resources. Despite the efforts of organizations to share knowledge, knowledge hiding is still prevalent among employees. In this paper, we want to analyze the factors that may cause more general and pervasive knowledge-hiding behavior in organizations through empirical analysis. The results of this study show that, first, the relationship between team cohesion and knowledge hiding has been verified differently depending on the sub-behavior of knowledge hiding : playing dumb, evasive hiding, and rationalized hiding. Team cohesion has been shown to significantly reduce the playing dumb and evasive hiding. On the other hand, it was shown that team cohesion did not have a significant causal relationship with rationalized hiding. Second, the moderating effect of ethical leadership has been statistically significant in terms of team cohesion and relationships with playing dumb and evasive hiding. In other words, the higher the ethical leadership, the stronger the negative relationship between team cohesion and knowledge hiding. Finally, the theoretical and practical implications of this paper and future research directions are discussed.

• Journal of Korean Library and Information Science Society
• /
• v.50 no.4
• /
• pp.429-467
• /
• 2019

Various digital literacy and critical competencies are crucial for success in the information and media-rich 21st century game of life. This study explores and describes the digital literacy practices of role-players in WildStar, a science fantasy Massively Multiplayer Online Role Playing Game (MMORPG). Active role-players create and participate in group-driven interactive stories while in-character. A hybrid ethnographic method integrating overt participant observation and engagement, collection of community artifacts across multiple sites (such as wikis, discussion boards, and social media), and semi-structured interviews was employed to understand how role-players seek, use, evaluate, and manage information, media, and technology. Role-players used various media and technologies to supplement, simplify, and make role-playing more immersive. The relative digital literacy skill levels of individuals varied, leading role-players to leverage the skills of more proficient or experienced community members. Given the broad appeal of online games and educational benefits of role-playing, implications and applications for digital literacy skills instruction and library programming are also discussed.

• Journal of the korean academy of Pediatric Dentistry
• /
• v.45 no.3
• /
• pp.280-289
• /
• 2018

This study aimed to investigate the effects of learning with role-playing on student satisfaction and achievement regarding behavior management teaching in pediatric dentistry. 93 students were divided into 19 groups and randomly assigned to role-play as a doctor, patient, parent, assistant, or narrator. Their performances were evaluated by the instructor and the satisfaction survey was conducted. All participants took the written test and were asked to compare lecture and role-playing with regard to the effectiveness of learning. Statistical analysis was performed with Mann-Whitney U test, Independent T-test, and Kruskal-Wallis test. 68 students (73.1%) who believed that the role-playing was more helpful than lecture showed higher level of satisfaction than students who believed lecture was more helpful. But there were no differences in the tutor evaluation score and the written test scores. Participants in the patient management scenario showed higher level of descriptive question scores of the written test and tutor evaluation score than those who participate in the parent management scenario. There were no differences between the role groups. Role-playing may help students to become more interested and participatory in learning behavior management. The level of satisfaction may differ by the design and content of the scenario.

• Journal of The Korean Association For Science Education
• /
• v.30 no.8
• /
• pp.1044-1059
• /
• 2010

In this study, we investigated the influences of the method of using analogy on concept understanding, mapping understanding, and mapping error by analogical reasoning ability level. We also investigated students' perception of a role-playing analogy activity. Seventh graders (N=152) at a middle school were assigned to the comparison and the experimental groups. The students of the experimental group were taught about 'the relation between pressure and volume of gas' with experience-based role-playing analogy, while those of the comparison group were taught with explanation-centered analogy. Analyses of the results revealed that the instruction using roleplaying analogy was more effective in concept understanding and retention of mapping understanding than explanation-centered analogy instruction, regardless of analogical reasoning ability level. It was also found that the students of the experimental group had fewer mapping errors than those of the comparison group. However, there was little difference in t pes of mapping errors by the method of using analogy. The students of the experimental group answered that they did not have difficulties in performing the role-playing analogy activity and they actively engaged in the activity. They perceived that the role-playing analogy activity was interesting. Educational implication of these findings are discussed.

• Journal of Digital Contents Society
• /
• v.16 no.2
• /
• pp.291-298
• /
• 2015

In a fast-paced information technology environment, consumption of video content is changing from one-way television viewing to VOD (Video on Demand) playing anywhere, anytime, on any device. This video-watching trend gives additional importance to videos with fine-speed-control, in addition to the strength of the digital video signal. Currently, many video players provide a fine-speed-control function which can speed up the video to skip a boring part, or slow it down to focus on an exciting scene. The audio information is just as important as the visual information for understanding the content of the speed-controlled video. Thus, a number of algorithms for fine-speed-control video-playing technologies have been proposed to solve the pitch distortion in the audio-processing area. In this study, well-known techniques for prosodic modification of speech signals, WSOLA (Waveform-Similarity-Based Overlap-Add), have been applied to analyze users' needs for fine-speed-control video playing. By surveying the users' preferred speeds on categorized video content and analyzing the results, this paper proposes that various fine-speed adjustments are needed to accommodate users' preferred video consumption.

• Information Systems Review
• /
• v.9 no.2
• /
• pp.15-39
• /
• 2007

Mobile games have emerged as the most innovative entertainment technology, adding new revenue streams, taking advantage of the potential of wireless applications and service offerings. Mobile games, like any other types of computer game, offer a unique value for users in providing an exciting digital experience in virtual worlds. In this paper, we attempt to investigate the demographic factors which play critical roles in determining the level of playing times; classify mobile gamers based on their motives for playing games; and empirically test differences in their demographic factors and mobile game usage. Statistical results show that significant differences in playing times exist, depending upon their age, gender, mobile device, mobile phone usage, mobile game experiences, and preferred games genres. Applying Factor analysis, we have identified Escape, Social interaction, Challenge and Competition, Fantasy, Diversion and Relaxation, Ease of Accessibility as key motivators for playing mobile games. Additional cluster analysis shows that the categorization of gamers, according to their usage habits and the key motivators for playing, can be made as follows: Multi-gamers, Communication-focused gamers and Mobile active-gamers. Further correlation of these grouping with socio-economic data shows the significant differences in gaming habits and patterns of mobile phone use.

• Journal of Music and Human Behavior
• /
• v.13 no.1
• /
• pp.89-110
• /
• 2016

This study examined the effect of an interactive instrument playing program on the social interaction of adults with autism spectrum disorder (ASD). A single subject design with multiple baselines across participants was applied, and three adults with severe ASD in their late 20s living at a group home participated in this study. Participants received a total of 25 group sessions. During the intervention, participants engaged in structured instrument playing in which initiation and response to socially interactive behaviors were musically cued, and target behaviors were reinforced in the musical environment. At pre- and posttest, the frequency of initiation of and responding to social interaction behaviors were recorded and analyzed. The results of this study showed that the frequency of both initiation of, and response to, social interaction increased for all participants during the intervention phase, compared to the baseline phase. This result demonstrates that interactive instrument playing increased social behaviors of adults with ASD. It also shows that musically delivered social information can facilitate adults with ASD understanding the intention of social partners in social contexts and motivate this population to engage in social interaction.

• The Journal of the Korea Contents Association
• /
• v.19 no.9
• /
• pp.558-566
• /
• 2019

The purpose of this study is to fine out whether melodic percussion playing group program affects the team cohesion and team efficacy of youth soccer players. In this study fifty seven middle school soccer players were participated. The participants were assigned to either a melodic percussion playing group or a control group. In order to identify the effectiveness of music program, assessments were conducted using the team cohesion and team efficacy scales before and after the program. The results of comparison analysis through t-test are as follows. First, in the posttest of team cohesion between groups, the experimental group showed a significant difference over the control group. In the pretest and posttest examinations within a experimental group, the group also showed a significant difference. Second, in the posttest of team efficacy between groups, the experimental group showed a significant difference over the control group. In the pretest and posttest examinations within a experimental group, the group also showed a significant difference. These results of this study suggest that melodic percussion playing group program may be an effective intervention tool to improve team cohesion and team efficacy of youth soccer players.

• Journal of Music and Human Behavior
• /
• v.20 no.1
• /
• pp.75-97
• /
• 2023

This study aimed to investigate the effect of cognitive-motor interaction-based instrument playing on the early social skills of children with autism spectrum disorder (ASD). Nine children with ASD, averaging 5.6 years of age, participated in twelve individual sessions lasting 30 minutes each. The intervention comprised five stages: self-regulation, motivation to engage in social interaction, acceptance of a partner in co-playing activities, interpersonal coordination with a partner, and engagement in joint music playing. To evaluate changes in early social skills, joint attention and social interaction behaviors were observed, and the Social Responsiveness Scale (SRS-2) was administered pre- and post-intervention. Social synchronization was measured through a dyadic drum task, measuring synchronization accuracy, duration, and timing. Following the intervention, all nine children demonstrated increased early social behaviors, although there were no significant differences in SRS scores. Moreover, synchronized movement improved significantly in accuracy and maintained duration but not in reaction time. This study highlights the significance of recognizing the cognitive-motor interplay as crucial element in facilitating early social skills development in children with ASD.

• Information Systems Review
• /
• v.22 no.2
• /
• pp.43-52
• /
• 2020

The mobile game industry has become the one of the fastest growing industries with its astonishing market size. Despite its industrial importance, a few studies empirically considered actual purchasing behavior in mobile games rather than the intention to purchase. Therefore, this paper investigates the key drivers of in-app purchase by analyzing the game-log dataset provided from a mobile game company in Korea. Specifically, the effects of goal-directed, habitual and social-interacted playing behavior are analyzed on in-app purchase. Furthermore, the recursive relationship with playing and purchasing behaviorsis also considered. The result shows that all suggested factors have positive impacts on in-app purchase in the current period. In addition, the effect of previous habitual playing has a positive impact, but the effect of social-interacted playing and in-app purchase in the previous period have negative impacts on in-app purchase of the current period. These findings can improve our understanding of the impact of game playing on in-app purchase in mobile games, and provide meaningful insights for researchers and practitioners.