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RISS 인기검색어
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- 저자 : 강애진(AeJin Kang) (검색결과 5 건)
- 무료
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The Contribution of Output Task to CBI from a Sociocogintive Perspective
강애진(AeJin Kang) 한국영어교과교육학회 2013 영어교과교육 Vol.12 No.3
This study attempted to investigate the assumption of output hypothesis from a sociocognitive perspective by examining college EFL learners’ attitude toward and evaluation on an output task in Content-Based Instruction (CBI) classrooms. The study also endeavored to fill in the gap in CBI research by addressing the issue of how to promote output opportunities in the CBI classroom. It aimed at revealing what should be considered to make an output task effective enough and encourage the L2 learners to experience the language in a productive mode which is supposed to help them process the language in a more rigorous way as suggested by the output hypothesis. Based on the data-analyses of the participants’ responses to a questionnaire, interviews and instructors’ notes, the study showed that the pushed output task (POT) functioned as a scaffolding device which supported academic enhancement as well as induced interaction and participation in the CBI courses. It also discussed weaknesses of the POT and made suggestions as to how the POT can be implemented and practiced in order to fulfill the promised assumptions of output hypothesis and serve the L2 learners in CBI in a most effective way.
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What Makes Task Involvement Critical Enough in TBI Instruction
AeJin Kang(강애진) 한국외국어교육학회 2007 Foreign languages education Vol.14 No.2
This study investigated how task involvement should be practiced to fulfill the theoretical assumptions of Task-Based Instruction (TBI). As the task involvement is to be understood as an indispensable component of TBI, how a high degree of task involvement can be secured and exerted in a most effective way was examined. Having analyzed the data obtained from questionnaire, interviews, reflection papers and proficiency tests, the study indicated that customized and timely feedback and comments on the learners’ performances as well as learners’ sense of responsibility were critical if the task involvement leads to desirable learning outcomes. The study also showed that consciousness-raising (CR) task originated from an authentic task was effective enough to help learners acquire linguistic knowledge in a contextual situation. It made suggestions for how to promote task involvement to better implement TBI, through which the learners can improve language proficiency fully taking advantage of their educational and cognitive experiences.
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모바일 증강현실에서 키네틱 타이포그래피의 감정 전달 - 모바일 매체의 탐색 가능성, 조작 가능성을 중심으로 -
강애진(Kang, Aejin),전수진(Jun, Soojin) 한국디자인문화학회 2021 한국디자인문화학회지 Vol.27 No.1
키네틱 타이포그래피는 기술 변화에 맞춰 발전하면서 그 영역을 계속 확장시키고 있다. 증강현실(AR)은 사용자의 실제 환경을 반영하고 직관적인 상호작용이 가능한 시스템이기 때문에 키네틱 타이포그래피를 활용했을 때 더욱 효과적이며 몰입도 높은 메시지 전달도구로서의 가능성을 지닌다. 또한 모바일 환경에서의 증강현실은 AR을 지원하는 소프트웨어와 하드웨어를 갖춘 스마트폰이 빠르게 보급되면서 대중들에게 다양한 콘텐츠가 제공될 수 있는 발판이 되었다. 그러나 증강현실 환경에서의 키네틱 타이포그래피에 대한 연구는 주로 가독성과 기능성에 초점이 맞춰져 있으며 감성적 표현이나 감정 전달에 대한 연구는 부족한 편이다. 이에 본 연구에서는 키네틱 타이포그래피를 모바일 증강현실로 접할 때, 영상 매체에서와 같이 의도된 감정 전달이 가능한지 알아보고, 모바일 증강현실의 매체 특성으로 인해 발생하는 상호작용 요소가 감정 전달에 어떤 영향을 미칠 수 있는지 연구한다. 감정은 무드(Mood)와 에너지(Energy)라는 두 가지 차원을 통해 평가했으며, 미리 제작된 키네틱 타이포그래피 효과를 AR필터에 적용하여 주변 환경에 증강시킨 영상을 제작하였다. 제작된 영상으로 실험 참가자들이 평가한 응답은 평균값을 내어 변인에 따른 감정 평가값을 비교하고 서술형 응답을 참고하여 실험 결과를 해석하였다. 실험 결과는 모바일 증강현실 환경에서도 무드와 에너지 차원에서 의도된 감정이 전달될 수 있는 것으로 나타났으며 탐색 가능성에 의해 장소와 조명이 변화할 때는 무드의 측면이, 조작 가능성에 의해 텍스트의 크기가 변화할 때는 에너지의 측면이 일정 수준안에서 더 큰 영향을 받았다. 긍정적이고 높은 에너지의 모션이 부정적이고 낮은 에너지의 모션보다 증강된 주변 환경 변화에 더 쉽게 영향을 받아 감소되기 쉬운 것으로 나타났으며, 이는 키네틱 타이포그래피를 증강현실 환경에서 활용할 때 제작자가 의도한 감정을 왜곡 없이 전달하기 위해서는 장소와 조명, 그리고 조작적 요소를 어느 정도 통제할 필요가 있다는 점을 시사한다. Kinetic typography continues to expand its scope as it evolves with changes in technology. Augmented reality reflects the user’s actual environment and it is an intuitive interactive system, so it has the potential as a tool to deliver an effective and immersive message when using kinetic typography. In addition, augmented reality in mobile environment has become a stepping stone to provide a variety of content to the public with the rapid spread of smartphones with software and hardware that support it. However, research on kinetic typography in the augmented reality environment is mainly focused on readability and functionality, and research on emotional expressions or delivery of emotions is lacking. In this study, we investigate whether intended emotion delivery is possible, as in movies or video, when kinetic typography effects is applied to a mobile augmented reality, and how the inevitable interaction factors in the mobile augmented reality environment can affect the emotion communication. Emotions were measured in two dimensions, Mood and Energy, and pre-produced kinetic typography effects were converted into AR filters to produce images augmented to the surrounding environment. The produced video showed the average value of the responses evaluated by the participants, comparing the evaluation value of emotions according to variables, and the results of the experiment were interpreted by referring to open-ended responses. The results of our experiments showed that even in the mobile augmented reality environment, the intended emotions could be effectively communicated based on mood and energy dimensions. In addition, the mood aspect was more affected when the place and lighting change due to the possibility of exploration, and the energy aspect was more influenced by the change of the text size due to the possibility of manipulation. It was revealed that positive and high-energy motions are more easily affected by the changes in augmented environmental reality than negative and low-energy motions. This suggests that it is important to control the locations, lighting, and other operational elements to some extent in an augmented mobile reality in order to convey the intended emotions to the users by using the kinetic typography effects.
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KCI
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