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디지털 게임에서 생리적 반응을 이용한 사용자 경험의 측정과 평가 : 게임 이벤트에 따른 감정 상태의 변화를 중심으로
박정순(Park Jeongsoon),박정순(Park Jeongsoon) 한국디지털디자인학회 2011 디지털디자인학연구 Vol.11 No.3
본 연구에서는 "롤리펫"이라는 스마트폰 게임을 대상으로 36명의 실험참가자가 서로 다른 게임 이벤트에 따라 감정 상태와 연계한 생리적 반응이 어떻게 나타나는지 조사하였다. 이를 위해 실험에서는 큰광대근육(ZM) 눈썹주름근육(CS) 그리고 눈둘레근육(OO)의 근전도(EMG)와 함께 피부전도율(SCL)과 심박수(HR)로 이루어진 일련의 생리적 반응지표를 측정하였다. 실험 결과 순간적이고 동적으로 이어지는 게임 이벤트는 시간축에 따라 감정상태 변화의 지표가 되는 생리적 반응을 유발하였다. 또 게임 중 주어지는 보상과 감정의 강도 사이에는 어는 정도 선형적인 용량반응관계가 존재하는 것으로 나타났다. 이와 함께 처음 예측과는 다르게 긍정적인 이벤트뿐 아니라 부정적인 범주로 분류했던 이벤트 역시 긍정적인 상태의 감정 반응을 불러일으켰고 게임 이벤트에 의해 유발된 감정상태의 방향은 플레이어가 얼마나 적극적으로 게임에 참여하고 몰입하느냐에 따라 다양하게 나타날 수 있는 것으로 밝혀졌다. 이런 연구결과는 일련의 이벤트와 행위가 동적으로 이어지는 동안 시간축에 따른 감정상태의 변화가 어떻게 나타나는지 알려주고 있으며 게임디자인 과정에 실제적으로 기여할 수 있는 중요한 정보를 제공하고 있다. The aim of this study was to investigated psychophysiological responses related to the phasic changes in the emotional state to different game events among 36 participants who played smartphone game "Rollipet". In the empirical study reported here psychophysiological recordings of heart rate(HR) and skin conductance level(SCL) were recorded in addition to facial EMG activity from the corrugator supercilii(CS) zygomaticus major(ZM) and orbicularis oculi(OO) muscle regions. The results of experiment showed that dynamic game events elicited reliable psychophysiological responses indexing phasic changes of emotional state through the time axis. And a linear dose-response relationship between rewards from the game and emotional strengths was revealed. Especially in contrast to the first estimations some negatively estimated events as well as positive game events elicited positively valenced emotional responses and the valence of emotional state to the game events varied as a active participation and absorption of game player. These findings of this study presented the phasic changes in the emotional state during the dynamic flow of game events and player's actions and may provided valuable implications for game design.
Effects of Different Approaches to Reading Instruction for Korean College EFL Students
Jeongsoon Joh,Injae Lim 한국응용언어학회 2009 응용 언어학 Vol.25 No.1
The purpose ofthis study was to examine the effectofdifferent approachesto teaching reading in EFL classrooms. The participants enrolled in a college English reading course were taught via explicit grammar?activities, vocabulary enhancement activities, writing activities, and collaborative activities, respectively. Changes in their reading comprehension ability were measured by the tests before and after the course. We also examined the change in participants’ own perception of their learning over the course using self-rating questionnaires, and the interview data with the instructors were used for data triangulation. The results showed the writing integration group, followed by the explicit grammar instruction group, improved the most in overall reading comprehension and in their perception of English proficiency, indicating that active production of L2 benefitted their reading skills more than receptive activities. Findings from this study imply that the integration of teaching reading and writing could be particularly effective for advanced EFL learners such as college-level students. It naturally leads students to critical reading and encourages them to use vocabulary and grammatical structures carefully, all of which seem to facilitate the development of reading skills.
Interest and Prior Knowledge in L2 Reading Comprehension
Jeongsoon Joh 한국외국어교육학회 2006 Foreign languages education Vol.13 No.1
The present study explores the effect of topic interest and knowledge on comprehension and their relationship in L2 reading. Given this issue has been studied almost exclusively with fluent L1 readers, it seems necessary to investigate the applicability of the findings from previous studies to L2 reading. In order to enhance the generalizability, the present study employed multiple texts and tasks. The subjects were 126 Korean adult EFL learners representing various academic backgrounds and wide range of English proficiency. Results showed that the effect of knowledge and interest on L2 reading comprehension varied greatly depending on task type, suggesting that any conclusion drawn about the effect of prior knowledge or interest on reading comprehension could be biased depending on the task used to assess the construct. In addition, knowledge of topic vocabulary was the most stable factor of reading comprehension regardless of text structure or measure of reading comprehension. The association between topic interest and topic knowledge proved very weak in general unlike in L1 reading, not supporting schema-theoretic views about the effect of topic interest and its relationship with topic knowledge. More results and discussions are presented along with the statement of limitations and implications both theoretical and practical.
Interplay of Working Memory, Strategy Use, and Task Difficulty in L2 Reading Comprehension
Jeongsoon Joh 아시아영어교육학회 2018 The Journal of Asia TEFL Vol.15 No.4
In pursuit of the precise mechanism by which working memory (WM) functions in second language (L2) reading comprehension (RC), the current study examined whether strategy use or task difficulty influences the role of WM in L2 RC. Eighty Korean adult EFL learners participated, and their WM capacity, RC performance, and strategy use were measured. The variable of task difficulty was operationalized by the relative difficulty of texts on which RC items were based. The results showed that difference in strategy use brought about significant difference in RC performance when the readers with insufficient WM capacity had to comprehend difficult texts, whereas no such difference was found with easier texts or among L2 readers with more WM capacity. These findings not only illustrate intricate interrelationships among WM and other variables in L2 RC, but also provide a noteworthy implication for L2 reading instruction that L2 learners with deficient WM capacity could benefit from active strategy use when faced with a difficult L2 reading task. The compensatory role of strategy and the necessity of remedial strategy training for the learners with limited WM is further implicated for L2 reading classrooms.