지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2020.8
- 수록면
- 44 - 54 (11page)
- DOI
- 10.17289/jkscs.34.3.202008.44
이용수
초록· 키워드
오류제보하기
The purpose of this study was to find colors and methods that are more efficient for Hangeul(Korean alphabet) users to accept selective information first in a mobile environment. A total of 53 South Korean smartphone users were tested using ‘Font Color" and "Text Highlight Color", which are ‘Visual Input Enhancement’ methods. There are six colors(red, green, blue, cyan, magenta, yellow) used in this experiment. ‘Font color’ is a method of changing the color of letters, and ‘Text highlight color’ is a method of filling the background colors behind the letters. Fifty-three subjects were asked to perform an experiment that was to evaluate the identification, readability, preference, and memory test for the six colors applied to two Visual Input Enhancement methods. Identification and readability assessment used the Likert scale. The subjects were more likely to prefer ‘Font color’ than ‘Text highlight color’, and the assessment of identification and readability was also higher for ‘Font color’. In the method ‘Font color’, red was well-received for identification and readability, and preference was also high. In method ‘Text highlight color’, yellow was well-received for identification and readability, and preference was high. Memory test used the text extracted from the Korean language textbook for the third grade of elementary school. In the ‘Font color’ method, red words were recalled the most, followed by green and blue. In the ’Text highlight color’ method, the word highlighted by yellow color was recalled the most, followed by the cyan and magenta. When using ‘Font color’ and ‘Text highlight color’ for information highlighting purposes, the contrast between text and background should be considered. We expect that our results will be helpful for improving better information delivery in mobile environments.
목차
Abstract
1. Introduction
2. Experimental Method
3. Analysis and Results
4. Discussion
5. Conclusion
References
참고문헌 (12)
참고문헌 신청
Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed system and control processes. In K. W. Spence & J. D. Spence (Eds.), The psychology of learning and motivation (Vol. 2, pp. 89-195). New York: Academic Press.
Daneman, M. & Carpenter, P. A. (1983). Individual differences in integrating information between and within sentences. Journal of Experimental Psychology: Learning, Memory and Cognition, 9, 561-584.
Diemand-Yauman, C., Oppenheimer, D. M., & Vaughan, E. B. (2011). Fortune Favors the Bold and the Italicized: Effects of disfluency on educational outcomes. Cognition, 118(1), 111-115.
Dobres, J., Chahine, N., Reimer, Gould, D., Mehler, B., & Coughlin, J. F. (2016). Utilising psychophysical techniques to investigate the effects of age, typeface design, size and display polarity on glance legibility, Ergonomics, 59(10), 1377-1391.
Hedge, T. (2000). Teaching and Learning in the Language Classroom. London: Oxford UP.
Daneman, M. & Carpenter, P. A. (1983). Individual differences in integrating information between and within sentences. Journal of Experimental Psychology: Learning, Memory and Cognition, 9, 561-584.
Diemand-Yauman, C., Oppenheimer, D. M., & Vaughan, E. B. (2011). Fortune Favors the Bold and the Italicized: Effects of disfluency on educational outcomes. Cognition, 118(1), 111-115.
Dobres, J., Chahine, N., Reimer, Gould, D., Mehler, B., & Coughlin, J. F. (2016). Utilising psychophysical techniques to investigate the effects of age, typeface design, size and display polarity on glance legibility, Ergonomics, 59(10), 1377-1391.
Hedge, T. (2000). Teaching and Learning in the Language Classroom. London: Oxford UP.
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