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TV 화면 디자인 요소의 형태 따른 시청자 채널 재점유율 차이
서유진(You-Jin Seo),이주환(Ju-Hwan Lee) 한국HCI학회 2018 한국HCI학회 학술대회 Vol.2018 No.1
방송은 시간성을 동반하는 경험재이고 한 번 흘러간 시간은 돌이킬 수 없기 때문에 제한된 방송 시간에 최대한 많은 수익을 내고 싶어 한다. 이에 버그는 시청자들을 채널의 정보를 얻고 다른 채널 시청 후에도 손쉽게 이전 채널로 돌아가는 채구매율을 높이는 효과가 있다고 볼 수 있다. 버그는 시청자에게 가장 근접해 있는 디자인 형태인만큼 네트워크 디자인에서 가장 중요한 시점을 차지하고 있는 것은 분명하다. 본 연구에서는 버그의 형태중에서, 위치(상하좌우), 크기, 색, 움직임의 차이가 시청자들의 채널 재점유(구매)율에 어떠한 관계를 미치는지 측정 평가하였다. 그 결과, 스포츠채널의 경우, (가설)우상단 채널 로고 아래, 채널 로고 크기, 채널 로고색, 움직임이 있을 때 시청자들에게 영향을 주는 것을 알 수 있었다. The broadcasting company wants to earn as much profit as possible in the limited broadcast time because it is time to experience the time-consuming experience. This can be seen as having the audience pick up the viewer`s information and increase the rate of return to the previous channel easily after the other channel viewing. It is clear that Bug is the most important moment in the network design, as it is the most prominent design form for viewers. In this study, the difference in location (i.e., vertical), size, color, and motion of a competitor was measured to measure the relationship between the viewer`s reposition rate (purchase) ratios of the viewer.
학령기 장애학생과 가족을 대상으로 한 질적연구의 특성 및 연구방법론적 준거 충족도 분석
서유진 ( You Jin Seo ),이동성 ( Dong Sung Lee ) 한국특수아동학회 2013 특수아동교육연구 Vol.15 No.1
This study identified a total of 57 qualitative studies for students with disabilities at elementary and secondary level, and their families published in the journals in the field of special education, and analyzed the studies in terms of its characteristics related to the topics and level of quality to meet the criterions of research methods of qualitative studies. The results showed that many studies focused on the life and experience of parents of students with disabilities, especially, mother, and included students with disabilities at the elementary school level, especially, students with intellectual disabilities. Most of the studies did not specifically explain the research questions and the type of qualitative study, and did not appropriately decide the types of data collection and number of participants in a consideration of the research question and type of qualitative study. Many studies failed to find the appropriate coding types, and did not explain the procedures of how to identify the themes of the study. Last, most of the studies only used the 1st-level member check and researcher triangulation, and explained not writing style but ways to demonstrate the results of the study. Based on these results, this study discussed the directions for conducting a qualified qualitative studies focusing on students with disabilities at elementary and secondary level and their families.
영유아 자폐스펙트럼장애 조기선별을 위한 BITSEA(Brief InfantㅡToddler Social Emotional Assessment)의 타당도 검증 예비연구
서유진 ( You-jin Seo ),이경숙 ( Kyung-sook Lee ),김용훈 ( Yong-hun Kim ) 한국영유아아동정신건강학회 2021 영유아아동정신건강연구 Vol.14 No.1
본 연구는 영유아의 사회, 정서적 행동 문제를 선별하는 도구인 간편 영유아 사회정서 평가척도(BITSEA)가 영유아의 자폐스펙트럼장애(ASD)의 특성을 조기 선별하는 도구로 유용한지 확인하고자 하였다. 연구대상은 ASD 집단 50명과 일반집단 100명 총 150명으로 신뢰도 및 타당도 검정을 진행하였다. 측정 도구는 간편 영유아 사회정서 평가척도(BITSEA) 중 ASD-하위척도(BITSEA-ASD 문제, BITSEA-ASD 유능성), 아동기 자폐 평정척도, 한국판 영유아 자폐 선별검사, 멀런 초기학습기능 척도, 부모 작성형 유아 모니터링체계, 유아 행동평가척도가 사용되었다. 연구 결과 BITSEA-ASD 하위척도에서 ASD 집단과 일반집단의 영역별 차이 검정에서 ASD 집단이 일반집단보다 높게 나타났다. 공인타당도 검정 결과 CBCL1.5-5와 BITSEA-ASD 하위척도 비교에서 CBCL1.5-5의 문제행동 총점이 .81, 내재화가 .81, 외현화가 .81로 높은 상관을 보였다(p<.01) . M-CHAT 와 BITSEA-ASD 하위척도와의 상관은 .451, CARS와 BITSEA 하위척도와의 상관은 .587로 비교적 양호한 상관을 보였다(p< .01) . 본연구결과 BITSEA-ASD 하위척도가 ASD 영유아를 조기 선별할 수 있는 검사 도구로써 활용 가능성이 예비적 수준에서 검정 되었다. This study was conducted to verify the usefulness of the Brief Infant-Toddler Social and Emotional Assessment, a screening instrument for social and emotional behavioral problems in infants and young children, as an early screening tool for the characteristics of autism spectrum disorder in infants and young children. Reliability and validity tests were conducted on a total of 150 subjects: 50 in the ASD group and 100 in the general group. Measuring instruments used were the BITSEA ASD subscales (BITSEA-ASD problems and BITSEA-ASD competence), CARS, KM-CHAT, MSEL, K-ASQ, and CBCL. The result of the study show that in the BITSEA ASD subscale, the ASD group recorded a higher disparity in each domain compared to the general group. In the concurrent validity test, the correlations between CBCL1.5-5 and the BITSEA ASD subscales were .81 for the entire CBCL1.5-5 domain, .81 for the internalization domain, and .81 for externalization domain, showing a high correlation between them. The correlation between M-CHAT and the BITSEA-ASD subscale was .451, while the correlation between CARS and the BITSEA subscale was .587, showing a relatively good correlation. In summary, this study tested the possibility of using the BITSEA-ASD subscale as a screening instrument for early screening of ASD infants at a preliminary level.
중재반응 모델 실행을 위한 초등수학 중재연구의 실제 분석
서유진 ( You Jin Seo ),이주영 ( Joo Young Lee ),문주영 ( Ju Yeong Moon ),손승현 ( Seung Hyun Son ) 대구대학교 한국특수교육문제연구소 2010 특수교육저널 : 이론과 실천 Vol.11 No.4
This study selected a total of 55 intervention studies in mathematics for elementary students and analyzed the intervention implementation features and effect sizes. Also, this study analyzed the intervention effects based on three-level intervention implementation features, such as, intervention participants, duration of intervention, grouping in order to identify the evidence-based practices for Response-To-Intervention(RTI) implementation. The results of this study showed as the follows: First, there were a total of 17 types of mathematics interventions for elementary students. In general, less than five intervention studies were available for each type of mathematics interventions. Most of the mathematics interventions were used quasi-experimental design and provided intervention in large group, teaching computation skills for all students in the general education classrooms. Second, among the 17 types of mathematics interventions, small-group group·cooperative cooperative interventions, cognitive ·meta-cognitive meta-interventions, Direct Instruction, and concrete concrete·representation representation intervention were effective across the different participants, intensity, or the type of intervention. Limitations and suggestions for future study are discussed.
지적장애 학생을 위한 교과교육 중재연구 분석: 질적지표와 증거기반 중재 기준을 중심으로
서유진 ( You Jin Seo ),나경은 ( Kyong Eun Na ) 한국특수아동학회 2012 특수아동교육연구 Vol.14 No.1
This study analyzed the characteristics and effect sizes of intervention studies in main subject areas for students with intellectual disabilities, and evaluated the quality of the studies based on the quality indicators of research in special education provided by Gestern et al.(2005) and Horner et al.(2005) to identify the evidence-based intervention for the improvement of academic skills of students with intellectual disabilities in the main subject areas. The results of this study were as the follows: First, based on the analysis of the characteristics and effect sizes of a total of 27 intervention studies, intervention studies for reading and fluency skills in the area of Korean literature, and intervention studies for arithmetic and word problem-solving skills in the area of mathematics were frequently provided focusing on cognitive processing strategies. All intervention studies, except for one, demonstrated the positive findings, but many single subject design studies showed low-level effect sizes due to the inconsistent data points during the baseline periods. Second, based on the evaluation of the quality of the intervention studies, no study was met with the criteria of evidence-based practice. Therefore, the evidence-based interventions for the improvement of academic skills of students with intellectual disabilities in the main subject areas were not able to be identified. However, several quality indicators, for example, description of independent and dependent variables and demonstration of intervention effects and results were sufficiently provided in the many studies, so that if the studies carefully consider the quality indicators, such as provision of information on intervention provider, measure of intervention fidelity, provision of information on measure, and measure of social validity and generalization, the evidence-based interventions for the improvement of academic skills of students with intellectual disabilities in the main subject areas are successfully identified.
장애인을 고려한 스마트폰 접근성 기능과 접근성 기준 만족도 분석
서유진 ( You Jin Seo ) 대구대학교 한국특수교육문제연구소 2011 특수교육저널 : 이론과 실천 Vol.12 No.4
Even though there is a consideration of the importance of mobile accessibility, an investigation of accessibility functions of mobile devices and their accessibility level has been not conducted yet. In this study, two smartphone operation systems, iOS and Android, were selected and their accessibility functions and accessability level were investigated based on a survey with mobile device developers. As results, excepts for the functions related with keyboard, operation, and battery, the accessibility functions of iOS and Android and their accessibility level were pretty low. Several ways to improve accessibility functions and accessibility level of smartphone were discussed.