가상환경을 통한 주의력 증진 프로그램의 효과검증 : EEG 바이오피드백훈련과 인지훈련 비교 = Effects of a vortual encironment mediated attention promotion program : comparisons of EEG biofeedback with cognitive training

다국어 초록 (Multilingual Abstract)

Virtual environment(VE) offers a new human-computer interaction paradigm in which users are no longer simply external observers of images on a computer screen, but are active participants within a computer-generated three-dimensional virtual world. The purpose of this dissertation was intended to examine the effects of VE mediated attention promotion program and compare EEG biofeedback with cognitive training within the VE.
The subjects in this study were 45 adolescents with low-attention. The Coding, Digit Span, Arithmetic, and Picture Completion subtests of the Korean Wechsler Intelligence Scale, self-report questionnaires, and the Continuous Performance Task(CPT) were administered pre and post intervention. Seventeen of the subjects received 8 sessions of EEG biofeedback with or without a VE, nineteen of the subjects received 8 sessions of the computer-assisted cognitive training with or without a VE, and nine of the subjects were assigned to control group.
The Hypotheses were as follows: 1) VE training group would show more attention or persistence and less variability of attention, impulsiveness, and inattention than non-VE training or control group. 2) EEG biofeedback group with VE would show more attention or persistence and less variability of attention, impulsiveness, and inattention than cognitive training group with VE.
Conclusions of this study imply that a EEG biofeedback training is more effectively to enhance the attention processes and perceptual sensitivity than cognitive training. Especially, the use of 3D displays improved the outcome of EEG biofeedback on attention processes. But the EEG biofeedback training with VE is not effective to reduce the commission error or impulsiveness. Therefore, an immersive HMD-delivered VR approach possesses the capacity to systematically provide attention challenges and persistence within an ecologically valid scenario(classroom) and would offer better predictive information regarding performance in the real environment.

목차 (Table of Contents)

• I. 서 론 = 1
• 1. 주의력의 정의와 주의력 저하로 인한 특성 = 5
• 2. 바이오피드백훈련과 주의력 = 10
• 3. 인지훈련과 주의력 = 15
• 4. 가상환경과 주의력 = 19
• 5. 연구목적 및 연구가설 = 24
• II. 연구방법 = 27
• 1. 피험자 = 27
• 2. 연구도구 = 28
• 3. 실험장비 = 34
• 4. 가상환경 장면구성 = 36
• 5. 실험절차 = 36
• 6. 분석방법 = 38
• III. 결 과 = 40
• IV. 토의 및 결론 = 56
• 참고문헌 = 65
• Abstract = 77