서울·경기지역 병원직원의 혈액매개 감염노출에 대한 다기관 조사연구

박미라,김정은,박은숙,최정실,정선영,송영구,홍성관,김준명,허애정,양동규,조영주 대한병원감염관리학회 2003 의료관련감염관리 Vol.8 No.1

필로폰 남용 환자와 알코올 남용 환자의 MMPI 비교

유택규,박상규,김미영,유은희,강병조 대한생물치료정신의학회 2001 생물치료정신의학 Vol.7 No.2

This study was performed to identify personality trait of patients with methamphetamine and alcohol abuse by analyzing MMPI profiles. 93 methamphetamine abuse patients, 59 alcohol abuse patients and 52 healthy subjects completed MMPI. Each MMPI profile in three groups was analyzed by F-test and discriminant function analysis. Alcohol abuse patients showed higher scores n F, Sc(8), and Si(0) profiles of MMPI than the patients with methamphetamine abuse. 3 variables(F, Si, Pd) were discriminated in there two groups. Methamphetamine abuse patients showed higher cores in F. K. Hs(1), Hy(3), Pd(4), Pa(6), Sc(8), and Ma(9) profiles of MMPI than the normal controls. 5 variables (Pa, Pd, Si, K, L) were well discriminated in these two groups. The alcohol abuse patients showed higher scores in F, Hs(1), D(2), Hy(3), Pd(4), Mf(5), Pa(6), Pt(7), Sc(8), and Ma(9) profiles of MMPI than the normal controls, but lower scores in K subscale, 3 variables(F, Pb, Pa) were well discriminated in these two groups. Specially these results indicated that alcohol abuse patients had more psychotic symptoms than methamphetamine abuse patients. These results may suggest that addicted individuals have personality traits to be drug addicts, but it was unclear that these results were ue to predisposing personality traits or results of drug abuse.

중환자실 병원감염에 대한 다기관 공동 조사연구

박은숙,박미라,진혜영,김정은,최정실,송영구,최영화,이위교,홍성관,허애정,양동규,김준명 대한병원감염관리학회 2003 의료관련감염관리 Vol.8 No.1

The Effects of Self-directed Web-based Listening Activities on Listening Performance and Motivation

Gyoo-mi Kim 팬코리아영어교육학회(구 영남영어교육학회) 2010 영어교육연구 Vol.22 No.2

This study investigated the effects of web-based listening (WBL) activities for self-directed learning on listening performance and motivation perceptions toward WBL activities and English listening itself. The experiment included sixty-two university students in Korea who were instructed listening skills with one of two different WBL activities (pre-determined and self-directed). In addition, this study included different learning styles(visusal and aural) as one of individual and examined their influences on students’ listening performance and motivation when using each of two particular WBL activities. The results showed that the students with self-directed WBL activities outperformed on their listening comprehension tests no matter what their learning styles were, and both types of WBL helped students improve different aspects of motivation in terms of intrinsic goal orientation, control of learning belief, and self-efficacy toward listening. From these findings, the study concluded by indicating pedagogical implications for course developers and language instructors to promote learner autonomy and to create self-reflective (or metacognitive) instructions.

The Effects of Self-directed Listening on the Web

Gyoo-mi Kim 한국응용언어학회 2010 응용 언어학 Vol.26 No.2

This study was aimed to investigate the effects of using self-directed listening on the web, focusing on an individual’s learning style, and examined the effects on motivation and listening performance after using web-based Listening (WBL) activities. Sixty-two participants were instructed with one of two different WBL materials (predetermined and self-directed), depending on different learning styles (visual and aural). The findings showed that using self-directed listening on the web helped the participants improve different aspects of motivation. In addition, the participants performed better on their listening comprehension tests after experiencing both types of WBL activities. However, the results failed to reveal attentive effects of different learning styles. From these findings, the present study attempted to suggest optimal ways to design and develop the self-directed WBL materials, which maximizes the effects of self-reflective (or metacognitive) instructions. Limitations and suggestions for further studies are briefly discussed.

Pre-service Teachers` Perspectives and Expectations on CALL Instruction in the Teacher Training Program

( Gyoo Mi Kim ) 한국멀티미디어언어교육학회 2011 멀티미디어 언어교육 Vol.14 No.2

The Effects of Learning Styles on the Acquisition of Verb Tenses in Multimedia-Assisted Language Learning

Gyoo-Mi Kim 한국영어교과교육학회 2015 영어교과교육 Vol.14 No.4

The purpose of this study was to investigate the effects of learning styles on the acquisition of verb tenses in a multimedia-assisted language learning (MALL) context. For this purpose, online MALL contents, including audio-visual aids to enrich grammatical explanations about verb tenses, were selected to provide interactive grammar learning activities. The participants were 103 undergraduate students, and the study gathered quantitative data on students’ learning styles and grammatical improvements. After six weeks of MALL experiences, the students’ pre- and post-test scores were compared among six perceptual learning style preferences (PLSP) and four cognitive learning style preferences (CLSP). As results, the students of all PSLP except kinesthetic learning style showed significant improvements through the pre-and-post test comparisons. In addition, all types of CLSP had significant effects on grammatical improvements in the MALL context. Based on the findings of the study, this study suggests pedagogical implications for language teachers who intend to use MALL contents for grammar teaching. Limitations and suggestions for further research are also presented

Korean Students’ Intentions to Use Mobile-Assisted Language Learning

Gyoo-mi Kim,Sang-jun Lee 한국콘텐츠학회 2016 International Journal of Contents Vol.12 No.3

The purpose of this study was to examine how Korean students accept and use mobile-assisted language learning (MALL) and investigate related factors that potentially affect MALL usage. The participants were 244 undergraduate students who were surveyed with a questionnaire. The research model, which included students’ self-efficacy, content reliability, interactivity, perceived enjoyment, perceived usefulness, perceived ease of use, attitude, and behavioral intention to use MALL, was developed based on the technology acceptance model (TAM). The structural equation modeling (SEM) technique was employed in order to analyze the overall results of modified TAM and the research model. The results indicated that TAM was a good theoretical tool to understand students’ acceptance of MALL. In addition, all constructs, with the exception of self-efficacy and interactivity, had significant effects on students’ acceptance possibilities of MALL. Limitations and suggestions for the further study are also presented.

A Hierarchical Evaluation for Success Factors of the Mobile-Assisted Language Learning Using AHP

Gyoo-mi Kim,Sang-jun Lee 한국콘텐츠학회 2017 International Journal of Contents Vol.13 No.3

With tremendous advancement of information and communication technologies, mobile learning systems have been widely adopted in language learning contexts, and several frameworks have been developed for identifying and categorizing different factors of mobile-assisted language learning (MALL). However, pre-existing frameworks have limitations when evaluating the importance level of criteria. The purpose of this study is to develop a comprehensive hierarchical framework for identifying and categorizing success factors of MALL and prioritizing them according to the importance level. To do that, AHP method is used to quantitatively estimate weight values of MALL criteria. Results reveal that the priority of MALL criteria is ordered as follows: content, system, learner, language learning. Local weights of each criterion are also analyzed; for example, usefulness, accuracy, and authenticity are critical factors for improving MALL contents. Ease of use and mobility of MALL systems are also considered more critical than other systematic factors. In addition, availability of immediate feedback and self-directness has the highest weight values of importance. The findings of the study are discussed regarding hierarchical orders of MALL criteria and conclude that successful MALL implementation may be achieved if related elements are diversely measured and evaluated. Pedagogical implications and suggestions for further research are also presented.

A Hierarchical Evaluation for Success Factors of the Mobile-Assisted Language Learning Using AHP

Kim, Gyoo-mi,Lee, Sang-jun The Korea Contents Association 2017 International Journal of Contents Vol.13 No.3

With tremendous advancement of information and communication technologies, mobile learning systems have been widely adopted in language learning contexts, and several frameworks have been developed for identifying and categorizing different factors of mobile-assisted language learning (MALL). However, pre-existing frameworks have limitations when evaluating the importance level of criteria. The purpose of this study is to develop a comprehensive hierarchical framework for identifying and categorizing success factors of MALL and prioritizing them according to the importance level. To do that, AHP method is used to quantitatively estimate weight values of MALL criteria. Results reveal that the priority of MALL criteria is ordered as follows: content, system, learner, language learning. Local weights of each criterion are also analyzed; for example, usefulness, accuracy, and authenticity are critical factors for improving MALL contents. Ease of use and mobility of MALL systems are also considered more critical than other systematic factors. In addition, availability of immediate feedback and self-directness has the highest weight values of importance. The findings of the study are discussed regarding hierarchical orders of MALL criteria and conclude that successful MALL implementation may be achieved if related elements are diversely measured and evaluated. Pedagogical implications and suggestions for further research are also presented.