Increasing Persona Effects: Does It Matter the Voice and Appearance of Animated Pedagogical Agent

( Jeeheon Ryu ),( Fengfeng Ke ) 한국교육공학회 2018 Educational Technology International Vol.19 No.1

The animated pedagogical agent has been implemented to promote learning outcomes and motivation in multimedia learning. It has been claimed that one of the advantages of using pedagogical agent is persona effect - the personalization or social presence of pedagogical agent can enhance learning engagement and motivation. However, prior research is inconclusive as to whether and how the features of the pedagogical agent have effects on the persona effect. This study investigated whether the similarity between a pedagogical agent and the real instructor in terms of the voice and outlook would improve students’ perception of the agent’s persona. The study also examined the effect by the size of pedagogical agent on the persona perception. Two experiments were conducted with a total of 115 college students. Experiment 1 indicated a significant main effect of voice on the persona perception. Experiment 2 was conducted to examine whether the size of pedagogical agent would affect the voice effect on the persona perception. The results showed that the instructor-like voice yielded higher persona perception regardless of the pedagogical agent’s size. Overall, the study findings indicated that the similarity in voice positively fostered the agent’s persona.

The Eye Fixation Effect of Contiguity Principle on Reading Texts and Graphics

Jeeheon Ryu,Hyojung Jung 한국교육공학회 2012 한국교육공학회 학술대회발표자료집 Vol.2012 No.1

Transformation Process of Content Knowledge through Authoring Hypertext

Jeeheon Ryu 한국교육방법학회 2004 교육방법연구 Vol.16 No.2

This study was a follow-up research of the Model Initiation stage, which had been conducted to build an initial model of cognitive model in authoring hypertext. The purpose of present study was to elaborate the initial model of cognitive process of the Model Initiation stage. This study identified further findings of the transformation process of content knowledge when learner applies prior knowledge in the authoring process to construct a hypertext. Five cognitive processes and components were identified: 1) content knowledge, 2) trade-off between authoring goal and tool, 3) internal modification of content knowledge, 4) external representation, and 5) instructional knowledge. It was observed that the trade-off between authoring goal and tool play a crucial role to determine the direction of knowledge transformation. Specifically, authoring goal significantly affected internal modification of content knowledge, and the functions of authoring tool affected external representation.

Design and development of immersive scenario

( Jeeheon Ryu ),( Hyungju Lee ),( Seungbeom Yu ),( Byeol Jeon ),( Jiyeon Lee ) 한국교육공학회 2014 한국교육공학회 학술대회발표자료집 Vol.2014 No.2

The purpose of this presentation is to show the process of design and development of immersive scenario for virtual learning environment. In an effort of developing a realistic classroom in digitalized manner, virtual characters and behaviors were created based on iterative design and development process. In this presentation the method of creating virtual characters`` appearance, motion, and gestures will be presented. Additionally, from a theoretical perspective, it will be discussed how the ratio of screen size is important to amplify the perception of presence. Some technical issues will be included in the presentation of how to build an immersive virtual reality.

The eye-gaze data analysis on different scales of screen

( Jeeheon Ryu ),( Hyungju Lee ),( Seungbeom Yu ),( Byeol Jeon ),( Jiyeon Lee ) 한국교육공학회 2014 한국교육공학회 학술대회발표자료집 Vol.2014 No.2

The purpose of this presentation is to show how users`` eye gaze directions and patterns can be changed depending upon the zoom scale of screen. Users`` eye gaze directions and patterns are important information to design immersive scene based on extremely wide and big screen setting. For this study 60 college students were recruited as paid participants. Real classroom scene was video-recorded and presented to the participants with three different condition: 100% scale, 150% scale, and 200% scale. As the dependent variables of this study, eye-fixation data was recorded. The different patterns will be presented.

가상현실에서의 속도와 밝기는 착용형 디스플레이를 사용하는 청각장애 학습자에게 영향을 미치는가?

류지헌 ( Jeeheon Ryu ),최동연 ( Dongyeon Choi ),김민정 ( Minjeong Kim ) 한국교육정보미디어학회(구 한국교육정보방송학회) 2016 교육정보미디어연구 Vol.22 No.4

이 연구는 착용형 디스플레이를 활용한 몰입형 가상환경에서 그래픽 객체의 밝기 및 조작속도에 대해서 청각장애인과 비장애인간의 지각민감도를 비교 분석할 목적으로 실시되었다. 연구를 위해서 한국장애인 고용공단의 청각장애 학습자 9명과 비장애 학습자 9명이 참가하여 가상환경에서의 객체 밝기 및 조작속도에 대한 지각요소를 비교하고, 색대비에 대한 선호도를 비교했다. 지각민감도의 비교를 위해서 가상환경의 밝기(3 수준)와 조작속도(3 수준)에 따른 지각요인 하위요소인 매력성, 방향성, 만족도를 반복측정 대비분석을 통해 분석하였다. 색대비 선호도 비교를 위해서 시험참가자에게 색상대비 조합을 구성하도록 했다. 연구결과에 따르면 매력성과 만족도에 대한 밝기의 주효과를 확인하였고, 밝기와 조작속도에 따른 방향성과 만족도의 집단간 차이를 확인하였다. 색상대비선택에서는 장애와 비장애 학습자간의 선호도 차이를 확인할 수 있었다. 이 연구는 그래픽 중심의 사용자들의 조도와 색채대비 그리고 조작반응 속도에 대한 사용성 평가를 통해 가상학습 환경 설계를 위한 가이드라인을 제시하는데 기여할 것으로 판단된다. This study aims to analyze perceptual sensitivity between hearing-impaired learners and non-hearing-impaired learners in Immersive Virtual Learning Environment. Nine hearing-impaired students(Korea Employment Agency for the Disabled) and nine non-hearing impaired learners participated into this research, and perceptual sensitivity and color preference of virtual learning environment`s objects according to differentiated illuminance and operating speed. As for the perceptual sensitivity analysis, brightness (3 levels) and operating speed(3 levels) were applied for the virtual learning environment respectively, and a repeated measured ANOVA was applied to examine the effects on perceptional factors of attractive, navigable, and inviting. Regarding color preference, participants were asked to select most preferred color combination with a learning object and background color of a machine. The analysis by brightness and operating speed showed three results. First, the main effects of brightness on `attractive` was found, but no significant effect by operating speed. Further no significant difference was found between hearing impaired and no-impaired students. Second, significant interaction was found on the navigable by operating speed and students. There was a significant difference between student groups when the operating speed was slow. However, no difference was found at high operating speed. Third, the brightness had a significant main effect on inviting, but no other effects were found. For the color preference, there was preference difference between hearing-impaired learners and non-hearing-impaired learners in immersive virtual learning environment. This study will contribute to suggesting guidelines for designing virtual learning environment through usability test of users on illuminance, color contrast, and operating speed.

공간근접성을 적용한 그림과 글의 통합이 초등학생의 학습과 인지부하에 미치는 영향

류지헌(Jeeheon Ryu),신아람(Aram Shin) 한국교육방법학회 2017 교육방법연구 Vol.29 No.1

이 연구의 목적은 초등학생에게 그림과 글을 적용한 학습자료를 적용하는 것이 효과적인가를 검증하기 위한 것이다. 공간근접성원리(spatial contiguity principle)은 그림과 글을 서로 근접시켜서 설계함으로써 그림과 글의 내용을 연결시키기 위한 심리적 노력을 줄이기 위한 것이다. 그러나 초등학생들은 형식적 인지처리가 어렵기 때문에 그림과 글을 동시에 제공하면 오히려 한꺼번에 너무 많은 정보를 처리해야하기 때문에 부정적인 영향을 미칠 수 있다. 이 연구에서는 초등학생 4학년생 96명(4개 학급)을 대상으로 실험이 진행되었으며, 조선시대 신분제도에 대한 내용을 중심으로 그림을 적용했다. 그림과 글자를 어떻게 배치하는가에 따라서 4가지 처치가 제공되었다는데, 그림과 글을 근접성원리에 따라서 설계한 자료를 제공받은 집단(근접통합조건), 글이 제공된 뒷면에 그림을 제공한 집단(비근접분리 조건), 그림과 글을 같은 면에 제공했지만 근접성원리를 적용하지 않은 자료를 제공받은 집단(비근접통합 조건), 그림 없이 글만 제공된 집단(통제조건)이었다. 연구결과의 분석을 위해서 대비분석 기법이 적용되었으며, 공간근접성이 적용된 학습자료와 그렇지 않은 학습자료와의 차이를 비 교한 것이다. 연구결과에 따르면 공간근접성이 적용된 학습자료는 학습성취와 인지부하 요인에서 모두 부정적인 결과를 도출했다. 과제부담, 정신적 노력, 난이도 지각, 자기평가와 같은 인지부하 요인에서도 대체로 공간근접성이 적용된 실험자료는 부정적인 영향을 미치고 있었다. 이 연구를 통해서 구체적 조작기의 학습자들에게 인지부하 이론을 적용한 학습자료를 제시할 경우에 부정적인 영향을미칠 수 있음을 확인할 수 있었다. 인지발달이 충분히 이루어지지 않은 학습자들은 그림과 글의 표 상을 통합하는 과정에서 오히려 더 많은 인지부하를 지각하고 있었다. 또한 이 연구에서 사용된 그림의 유형에 따라서 학습자의 인지과정에 서로 다른 영향을 미쳤을 가능성을 고려할 필요가 있다. The purpose of this study was to examine the effects of learning materials with pictures and test on learning achievement and cognitive load factors for those who did not reach full cognitive development stage. It was hypothesized that young learners would be difficult to integrate picture and text simultaneously lack of cognitive capacity to hold two different representations. In this study the young learners were in the concrete operational stage of cognitive development. They need to have concrete objects to build concepts in their understanding. The spatial contiguity principle was applied to test how young learners can perform with the experimental materials. In this study 96 fourth graders participated with four different conditions. 1) integrated condition presenting picture and text in contiguity manner, 2) non-contiguity with integrated condition presenting picture and text on the same page, 3) separated condition with presenting picture and text on the different page, 4) control condition without picture. Achievement tests and cognitive load factors were measured. Three planned contrast analysis were applied for this study. The results of study showed that the learning material designed with spatial contiguity principle showed least result in achievement test and cognitive load factors. The negative effects by spatial contiguity principle were found. The limited capacity of young learners could not efficiently integrate text and pictorial representation by placing them closely. However, by grouping them into text and pictures it was helpful for young learners to process the information.

사전지식의 수준과 컴퓨터의 화면분할이 과제수행 및 인지부하요인에 미치는 영향

류지헌 ( Jeeheon Ryu ) 한국교육공학회 2010 교육공학연구 Vol.26 No.1

가상현실 기반 수업 시뮬레이션의 시나리오 내용이 예비교사의 교사효능감과 가상실재감에 미치는 효과

류지헌 ( Jeeheon Ryu ),유승범 ( Seungbeom Yu ) 한국교육정보미디어학회(구 한국교육정보방송학회) 2016 교육정보미디어연구 Vol.22 No.3

이 연구의 목적은 예비교사들을 위해서 적용한 수업 시뮬레이션에서 시나리오의 내용에 따라서 교사효능감과 가상실재감 지각에 미치는 효과를 분석하기 위한 것이다. 시뮬레이션은 안전한 학습환경을 제공할 수 있을 뿐만 아니라 실제적인 학습경험을 제공해준다는 장점을 갖고 있다. 이런 장점을 활용해서 수업기술을 증진시키기 위한 방법으로 수업 시뮬레이션이 활용되어 왔다. 이 연구에서는 수업 시뮬레이션의 장점을 활용하기 위해서 시나리오 내용에 따라서 예비교사들의 지각이 어떻게 달라 지는가를 확인하기 위한 실험이 진행되었다. 44명의 예비교사들이 실험에 참여했으며 내용 시나리오와 태도 시나리오의 두 가지 수업 시나리오가 적용되었다. 교사효능감은 학생참여효능감, 수업전략효능감, 학급운영효능감으로 구분되었다. 가상실재감은 공간실재감, 몰입감, 사실성 변수로 구분되었다. 실험결과에 따르면 내용 시나리오가 제시되었을 때 학습자의 교사 효능감이 낮아지는 경향이 나타났으며, 시나리오의 내용과 교사효능감 사이에서 유의미한 상호작용이 나타났다. 또한 가상실재감과 시나리오의 내용과의 관계에서는 태도 시나리오가 제시될 때, 예비교사들의 가상실재감이 높아지는 경향을 보였다. The purpose of this study was to examine that different types of scenario can effect on participants`` teacher efficacy and virtual presence in the virtual reality based immersive teaching simulation. Teaching simulation has been used for pre-service teachers to provide authentic learning experience. The benefits of simulation are to provide safe learning environment and continuous practice to master a learning task. Forty-four college students participated into this research, and a teaching scenario was given to simulate a classroom teaching. Teacher efficacy and virtual presences were measured. Teacher efficacy was consisted of three variables: student engagement efficacy, instructional strategy efficacy, and classroom management efficacy. Two scenarios were applied for this study: 1) attitude scenario and 2) content scenario. The attitude scenario is to emulate students`` misbehavior during a classroom teaching. The content scenario is to emulate when a student asks a difficultto- handle content driven question. The result indicated that a student with content scenario perceived his/her teacher efficacy lower with attitude scenario. There was a significant interaction between scenario types and teacher efficacy. For the virtual presence, there was a significant main effect by types of scenario.

텍스트의 줄 길이와 근접성 원리가 과제유형에 따라서 인지부하에 미치는 영향

류지헌 ( Jeeheon Ryu ) 한국교육공학회 2011 교육공학연구 Vol.27 No.2