이동 애드 혹 네트워크를 위한 사회적 관계 인식 라우팅 프로토콜 (pp.243-244)

안지선(Jisun An),고양우(Yangwoo Ko),이동만(Dongman Lee) 한국정보과학회 2008 한국정보과학회 학술발표논문집 Vol.35 No.1

Tiny Tooth: 아동 대상의 구강보건교육 앱을 위한 사용자 경험 디자인 제안

안지선 ( Ji-sun An ),유희애 ( Hui-ae Yu ),오상준 ( Sang-jun Oh ) 커뮤니케이션디자인학회 2016 커뮤니케이션 디자인학연구 Vol.56 No.-

디지털 헬스 분야에서 예방과 자기 관리에 대한 수요가 증가하고 있고, 다양한 관련 앱이 개발되고 있다. 그러나 아동 구강보건교육 분야에서 사용자 경험의 관점에 대한 연구 개발은 상대적으로 활발히 진행되지 못하고 있다. 본 연구에서는 부모가 사용할 수 있는 아동 대상의 구강보건교육 앱, Tiny Tooth를 제안하고자 한다. 이 연구에서는 Tiny Tooth 디자인 컨셉을 위해 30명의 부모를 대상으로 자녀의 구강보건내용을 어떻게 습득하고 활용하는지 조사하였다. 그리고 설문 조사 결과를 토대로 디자인 컨셉을 제안하였다. Tiny Tooth 는 아동의 구강 건강에 대한 정보를 받고 관리할 수 있다. 또한 여러 아동의 프로파일과 함께 개인화된 구강 건강 정보를 관리할 수 있다. 이 컨셉을 기본으로 치과 의료인과 카드 소팅을 통해 사이트 맵과 와이어 프레임을 디자인하고 low-fidelity prototype을 개발하였다. 그리고 6명의 부모를 대상으로 이 prototype을 얼마나 잘 사용하는지 보기 위하여 사용성 평가를 진행하였다. 이 사용성 평가는 Peter Morville``s User Experience Honeycomb와 Garrett``s framework 이론을 기초로 하고 있다. 사용성 평가 결과는 "Credible" 카테고리에서 가장 낮은 점수를 받았다. 이는 low-fidelity prototype에서 검색 기능이 완전히 구현되지 않았기 때문이라고 본다. 또한 애매모호한 의미나 동일한 메뉴가 몇몇의 사용자를 혼란스럽게 하였다. 본 연구를 통해, 여러 이해관계자를 통한 카드 소팅이 시스템의 기능성을 향상시키고 명료한 상위 메뉴는 사용자에게 하위 메뉴를 더 쉽게 유추할 수 있는 환경을 조성하리라 본다. Tiny Tooth의 스마트폰 앱 제안을 통해 구강보건 관계자, 디자이너, 이 외 이해관계자 등이 구강보건관련 앱을 개발할 때 본 연구를 활용할 수 있으리라 기대한다. As demands for prevention and self-management of digital health care is increasing, health care applications have covered various domains. Yet, current child-focused oral health education applications in Korea lacked emphasis on user experience. In this paper, we propose, Tiny Tooth, a smartphone application of child-focused oral health education for parent users. We surveyed and interviewed 30 parents to find out how they learn and care for the oral health of their children. As a result, one of our main concepts is that the Tiny Tooth application would allow parent users to manage and receive information on their children``s oral health. Additionally, this application also would manage multiple children``s profiles and provide individualized dental health information. Based on our initial design concepts, we conducted Closed Card Sorting with a pediatric dentist. After the sorting, we created a site map and wireframes. Then, we created a low-fidelity prototype of the Tiny Tooth Application. Also we conducted usability testing with six parents in order to examine how easily users learn the system. Our usability testing utilized Peter Morville``s User Experience Honeycomb and Garrett``s framework. From the usability testing, the "Credible" category received the lowest point since we did not implement a fully working search function in the low-fidelity prototype. Also ambiguous or repeated menus confused some participants. We suggest that conducting Card Sorting with multiple stakeholders would strengthen the functionality of our system. Furthermore, more clearly defined higher menus would allow users to predict what submenus follow. We expect that our user experience design process for the Tiny Tooth smart phone application could be used by oral health educators, designers, or other stakeholders for prototyping oral health education applications.

한국 디자인전공 대학생의 자아효능감, 만족감, 학업성취도간의 관계

안지선 ( Jisun An ),임낭연 ( Nangyeon Lim ) 한국디자인트렌드학회 2016 한국디자인포럼 Vol.53 No.-

연구배경 디자인 크리틱은 교육환경에서 강의자와 학생, 때로는 초청된 전문 디자이너 간에 형식적 혹은 비형식적으로 이루어지는 의사소통의 상호작용이다. 지금까지 많은 디자인 교육자들은 학생들이 크리틱의 학습 효과를 어떻게 인지하는지 연구해왔다. 더불어 교육학 연구자들은 자아효능감이 학습 수행에 영향을 주는 중요한 요인 중의 하나임을 연구해왔다. 디자인교육에서는 자아효능감이 학생들의 실제 학습 성취 능력인 성적에 어떠한 영향을 미치는지에 대한 연구는 아직 미비한 실정이다. 따라서 이 연구를 통해서 디자인교육에서의 자아효능감 및 수업 활동 만족도가 디자인 교육의 실제 학업 성취와 어떤 관련을 가지는지 여러 측면에서 양적으로 측정하고자 한다. 연구방법 디자인 전공수업에서 효능감과 성적의 관계를 분석하기 위해 Gaffney가 개발한 3가지의 측정 도구를 사용하였다. 그 3가지 도구는 Critique Self-efficacy, Studio Self-efficacy, and Design Communication Competence이다. 2016년 5월에서 6월 사이 K 대학교의 디자인전공 44명의 학생을 대상으로 설문 조사를 실시하였다. 설문조사의 결과는 SPSS 통계 패키지로 변인의 이변량 상관 분석, 중다 선형 회귀 분석, 요인분석으로 분석하였다. 연구결과 첫째, 디자인 활동과 관련된 학생들의 효능감은 학생들의 주관적 예상 성적은 유의하게 예측하였으나 객관적 학업 성취인 학점은 예측하지는 못하였다. 단, 실제 성적은 Studio Self-efficacy에 의해 유의한 수준에서 정적으로 예측되었다. 둘째, 크리틱 활동에 대한 만족도는 디자인 활동과 관련된 Self-efficacy 및 Design Communication Competence과는 모두 정적 상관을 가졌으나 최종 학점을 예측하지는 않았다. 마지막으로, Team Critique 만족도보다 Final Critique 만족도가 예상학점과 실제 성적과 더 강한 상관을 가졌다. 결론 본 연구는 국내 디자인 교육자들이 수업 중 크리틱을 활용할 때 학생들의 효능감과 수행력을 이해하고 이런 요인들이 학습 성취와 어떠한 관계를 가지는지를 이해할 수 있는 유용한 자료로 활용되리라 기대한다. Background Design critique in an educational setting is a communicative interaction between an instructor and students, sometimes with invited professionals through formal and informal feedback. Numerous design educators have investigated how students perceive the learning benefits of critiquing. Although education researchers have found that self-efficacy is one of the key factors in academic performance, researchers in design education rarely conducted studies on how self-efficacy influences students` grades as academic outcomes. Thus, in this paper, we aim to quantitatively investigate how efficacies in design education relate with academic outcomes and students` satisfaction from various aspects. Methods To find the relationship between efficacy in design studios and grades in design projects, we used three scales developed by Gaffney: Critique Self-efficacy, Studio Self-efficacy, and Design Communication Competence. We surveyed forty-four design students at K University from May 2016 to June 2016. An SPSS Statistics software was used to analyze the survey results. To conduct this analysis, we used bivariate correlation analysis, multiple linear regression analysis, and factor analysis. Result First, students` efficacy predicted their anticipated grades, but not their final letter grades. In contrast, final letter grades are marginally correlated with Studio Self-efficacy. Second, satisfaction in critique activities positively correlates with Critique Self-efficacy, Studio Self-efficacy, and Design Communication Competence. However, this satisfaction did not predict final letter grades either. Lastly, satisfaction with Final Critique was more strongly correlated with both anticipated letter grades and final letter grades than satisfaction with Team Critique. Conclusion This study would help Korean design educators who are utilizing a critiquing method to understand their students` efficacy and competence and how the factors relate with academic outcome.

아동이 지각하는 가족건강성 및 자기분화가 또래관계기술에 미치는 영향

안지선(An, ji-sun),김진이(Kim, jiny) 한국통합치료학회 2020 통합치료연구 Vol.11 No.2

본 연구는 아동이 지각하는 가족건강성 및 자기분화가 또래관계기술에 미치는 영향을 알아보려는 목적을 가지고 수행되었다. 연구대상은 경기 지역 3개 초등학교에 재학 중인 5, 6학년 초등학생 571명이었으며 연구수행은 2011년 2월 7일부터 2월 11일 사이에 실시되었다. 아동이 지각하는 가족건강성, 자기분화가 아동의 또래관계기술에 미치는 영향을 알아보기 위해 회귀분석을 실시하였다. 본 연구의 결과는 다음과 같다. 아동이 가족건강성을 높게 지각하고 아동의 자기분화 수준이 높을수록 또래관계기술인 주도성 기술과 협동/공감 기술을 많이 사용하는 것으로 나타났다. 본 연구가 갖는 의의는 다음과 같다. 초등학교 5, 6학년 시기의 아동의 특성을 인식하고 또래관계기술을 잘 형성하기 위해서 가족 내에서의 역할의 중요성과 내적인 성숙인 자기분화의 수준을 증가시키는 접근법에 대한 기초적인 자료를 제공하였다. The aim of this study was to investigate the relationship of family strengths, self-differentiation and peer relational skills. The subjects were 571 students(5th, 6th graders) from three different elementary schools. This research was carried out from Feb 7th, 2011 to Feb 11th,2011. Regression analysis was conducted for the purpose of identifying influence of family strengths and self-differentiation perceived by children on children’s peer relational skills. The result is summarized as follows. The higher level of self-differentiation children had and the higher they perceived family strength, the more they used initiative, empathy and cooperation skills in peer relationship. The purpose of the study is to not only provide data on parenting children with understanding characteristics of 5th ,6th graders of elementary school but also to inform importance of roles within family and the effects of self-differentiation on peer relationship improvement.

두피미세색소요법(SMP)의 선택요인과 위험인식이 만족도에 미치는 영향

안지선(Ji-Sun An),이윤정(Yun-Jung Lee) 한국반영구화장학회 2023 한국반영구화장학회지 Vol.4 No.2

구강보건교육 앱의 사용성 평가-Dentify와 Toothflix 비교를 중심으로-

안지선 ( Jisun An ) 한국디자인트렌드학회 2015 한국디자인포럼 Vol.49 No.-

Background In recent years, health conditions have become the most commonly searched content for smartphone users. Moreover, digital health information about prevention and self-care will be in great demand in the near future. Although researchers from the domains of education, information technology, and dentistry have examined digital oral health education, their studies have lacked emphasis on user experience. In this study, we aimed to review and examine usability issues of commercially available oral health education apps. Afterward, we presented design guidelines for these applications. Methods First, we reviewed existing smartphone applications for oral health education and selected two accredited apps; Dentify and Toothflix. Second, for usability testing of these two apps, we adopted a heuristic evaluation system: creating usability checklists based on Peter Morville`s User Experience Honeycomb. Then, we conducted usability testing and performed in-depth interviews with dentists and UX design experts. Result We analyzed the results from the usability checklists using radar charts. Then, usability issues were categorized and summarized into oral health contents and four planes based on Jesse Garrett`s elements of user experience: the scope plane, the structure plane, skeleton plane, and surface plane. Conclusion In addition, we`ve suggested revisionary design guidelines in usability for these two apps; first, Dentify and Toothflix need to have a “Search” option. Second, the apps should incorporate multi-information channels, such as, text, images, videos, and audio. Third, these apps should require as little as possible cognitive burdens for users.

당뇨와 비당뇨병 환자의 백내장수술 후 눈물 지질층 두께의 변화

안지선(Ji Seon An),문자윤(Ja Yoon Moon),최진석(Jin Seok Choi),김응권(Eung Kweon Kim),정성근(Sung Kun Chung) 대한안과학회 2022 대한안과학회지 Vol.63 No.11

목적: 당뇨와 비당뇨병 환자에서 백내장수술 전후의 눈물 지질층 두께와 건성안 지표들을 비교하고자 한다. 대상과 방법: 백내장수술을 시행받은 환자를 후향적으로 연구하였다. 비당뇨 백내장 환자(I군) 36명의 65안과 당뇨가 있는 백내장 환자(2군) 23명의 35안을 대상으로 연구했다. 눈물 지질층 두께, 부분 눈꺼풀 깜박임 비율, 눈물막파괴시간, strip meniscometry검사를수술 전과 수술 후 1개월, 2개월째에 측정되었고 안구표면질환지수 설문지는 수술 전과 2개월 후에 실시하여 두 군을 비교 분석하였다. 결과: I군에서 strip meniscometry 검사는 수술 전 3.2 ± 1.4 mm, 1개월 2.3 ± 1.0 mm, 2개월 2.5 ± 1.0 mm로 수술 전보다 유의하게감소하였다(p<0.05). 눈물막파괴시간검사는 수술 전 3.4 ± 1.6초, 1개월 3.0 ± 1.5초, 2개월 2.9 ± 1.5초로 수술 전보다 유의하게감소하였다(p<0.05). 안구표면질환지수 점수는 수술 전 30.8 ± 21.3점, 2개월 20.0 ± 15.8점으로 수술 전보다 유의하게 낮았다(p<0.05). II군에서는 눈물막파괴시간검사는 수술 전 3.6 ± 1.3초, 1개월 3.0 ± 1.0초, 2개월 3.1 ± 1.0초로 수술 전보다 유의하게감소하였다(p<0.05). 안구표면질환지수 점수는 수술 전 30.0 ± 20.6점, 2개월 19.0 ± 16.0점으로 수술 전보다 유의하게 낮았다(p<0.05). 두 군 모두 수술 전, 후 눈물 지질층 두께에 유의한 차이가 없었다. 결론: 백내장수술 전, 후 각 군에서는 건성안 지표의 차이가 있었지만 두 군 간에서는 차이가 없었다. Purpose: To compare tear film lipid layer thickness (LLT) and dry eye parameters between non-diabetic and diabetic patients after cataract surgery. Methods: We retrospectively studied patients who underwent cataract surgery. We enrolled 65 eyes of 36 patients with cataracts but not diabetes (group I) and 35 eyes of 23 patients with both cataracts and diabetes (group II). The LLT, partial blink rate, tear break-up time (TBUT), and strip meniscometry tests were performed preoperatively and 1 and 2 months after surgery. The ocular surface disease index (OSDI) questionnaire was completed before and 2 months after surgery by both groups. Results: In group I, the strip meniscometry test value was 3.2 ± 1.4 mm before surgery, 2.3 ± 1.0 mm at 1 month, and 2.5 ± 1.0 mm at 2 months, thus significantly less than before surgery (p < 0.05). The TBUT result was 3.4 ± 1.6 seconds before surgery, 3.0 ± 1.5 seconds at 1 month, and 2.9 ± 1.5 seconds at 2 months, thus significantly less than before surgery (p < 0.05). The OSDI score was 30.8 ± 21.3 before surgery and 20.0 ± 15.8 at 2 months, thus significantly lower than before surgery (p < 0.05). In group II, the TBUT decreased significantly from the preoperative value of 3.6 ± 1.3 seconds to 3.0 ± 1.0 seconds at 1 month and 3.1 ± 1.0 seconds at 2 months (p < 0.05). The OSDI score was 30.0 ± 20.6 before surgery and 19.0 ± 16.0 at 2 months, thus significantly lower than before surgery (p < 0.05). Neither group evidenced any significant difference in the LLT before and after surgery. Conclusions: There was a difference in dry eye parameters in each group before and after cataract surgery, but there was no difference between the two groups.

애견사료에서 부패지연을 위한 에센셜 오일의 첨가 효과

안지선(Ji-Seon An),오한진(Han-Jin Oh),윤원(Won Yun),이지환(Ji-Hwan Lee),곽우기(Woo-Gi Kwak),이창희(Chang-Hee Lee),류수동(Shu-Dong Liu),조진호(JinHo Cho) 충북대학교 동물생명과학연구소 2018 동물생명과학연구 Vol.10 No.-

The objective of this study was to investigate the effects of Essential oils (EO) on the storage and improvement of quality of dog food. These treatments were as follows : CON (ether extract (EE)/ crude protein (CP) ratio 〈 0.5), and TRT (EE/CP ratio > 0.5). In the test for antioxidant effect, EO was sprayed to the food surface to observe the delay of corruption by external observation. In the test for quality improvement, the sample was diluted and the microorganism was observed. With regard to decayed time, storage time was improved in EO treatment than CON on 1.1 days. Lactobacillus content was significantly increased (P 〈 0.05) in EO treatment than CON. Salmonella and E. coli contents were significantly decreased (P 〈 0.05) in EO treatment than CON. In conclusion, antioxidant function and storage stability of the feeds with the EE/CP ratio above 0.5 were improved by EO supplementation on dog diets. The quality of the feed was improved by controling contents of pathogen microorganisms.

Korean University Students’ Attitudes towards Anonymous Peer Critiques in Graphic Design Education

An, Ji Sun(안지선) 한국전시산업융합연구원 2015 한국과학예술융합학회 Vol.22 No.-

Critiquing is an essential teaching and learning tool in design education. Different types of critiques create various outcomes. Many design educators have examined a wide range of critique types for their learning advantages. In particular, peer critique is more effective for removing students’ emotional pressure than more formal critiques. However, peer critique is still considered to create emotional burdens or unfair evaluations among peers. To overcome this drawback of peer critiques, educators in language disciplines often use anonymous feedback. Yet, anonymous critique"s learning outcomes have not been extensively discussed in design education. Therefore, this study aims to qualitatively investigate how graphic design students perceive the learning benefits and drawbacks of anonymous critiques with peers as critique providers and receivers. We implemented two anonymous critiques using rubrics in a senior graphic design class for the spring semester of 2015 at K university. After each critique session, students completed self-assessment reports based on the critique comments they received. For outcome measurement, we conducted three focus group interviews with thirteen students. The questionnaires focus on how these students as critique providers and receivers perceive the learning benefits and drawbacks of anonymous and face-to-face critiques. Our findings align with the previous literature reviews; students, as a critique provider, perceive anonymous critiques as useful for removing an emotional burden and conveying their objective ideas. However, they criticized this type of critique as it consumes excessive amounts of time and also produces another type of emotional burden due to the obligation of writing it. On the other hand, as a critique receiver, they shared positive experiences of being able to keep the critique records and repeat learning as well as receive constructive and comprehensive opinions. The learning drawbacks of receiving this type of critique include receiving insincere critiques or not being able to interact with critiquers. Lastly, we provided teaching guidelines for an effective anonymous design critique. By understanding these anonymous critique outcomes, design educators would be able to have a more systematic approach when conducting anonymous critique sessions.

시각디자인 교육에서 한국대학생의 동료 익명 크리틱에 대한 태도

안지선 ( Ji Sun An ) 한국전시산업융합연구원 2015 한국과학예술융합학회 Vol.22 No.-

Critiquing is an essential teaching and learning tool in design education. Different types of critiques create various outcomes. Many design educators have examined a wide range of critique types for their learning advantages. In particular, peer critique is more effective for removing students’ emotional pressure than more formal critiques. However, peer critique is still considered to create emotional burdens or unfair evaluations among peers. To overcome this drawback of peer critiques, educators in language disciplines often use anonymous feedback. Yet, anonymous critique``s learning outcomes have not been extensively discussed in design education. Therefore, this study aims to qualitatively investigate how graphic design students perceive the learning benefits and drawbacks of anonymous critiques with peers as critique providers and receivers. We implemented two anonymous critiques using rubrics in a senior graphic design class for the spring semester of 2015 at K university. After each critique session, students completed self-assessment reports based on the critique comments they received. For outcome measurement, we conducted three focus group interviews with thirteen students. The questionnaires focus on how these students as critique providers and receivers perceive the learning benefits and drawbacks of anonymous and face-to-face critiques. Our findings align with the previous literature reviews; students, as a critique provider, perceive anonymous critiques as useful for removing an emotional burden and conveying their objective ideas. However, they criticized this type of critique as it consumes excessive amounts of time and also produces another type of emotional burden due to the obligation of writing it. On the other hand, as a critique receiver, they shared positive experiences of being able to keep the critique records and repeat learning as well as receive constructive and comprehensive opinions. The learning drawbacks of receiving this type of critique include receiving insincere critiques or not being able to interact with critiquers. Lastly, we provided teaching guidelines for an effective anonymous design critique. By understanding these anonymous critique outcomes, design educators would be able to have a more systematic approach when conducting anonymous critique sessions.