VOCs have been used as the most definitive resource to reflect customer feedback when developing products and services. However, due to the development of the Internet and the emergence of SNS, VOC is no longer the only channel that represents customer opinions. There are also a number of studies showing that many customers express complaints through channels other than VOCs. In this paper, we analyze the difference between the official VOC data and the data collected through the external channel, and suggest ways to reflect the various opinions of customers. To do this, this study uses keyword analysis that can identify differences according to frequency through social network, modular analysis to distinguish topics according to centrality and similarity, and emotional analysis to confirm word polarity (positive and negative). The results of this study show that the opinions of the customers were different depending on channels such as VOCs and external channels. Therefore, the collected data through VOC as well as external channels should be used in order to reflect the opinions of customers. In particular, this paper confirms that the results of one channel may vary depending on the channel characteristics even for the same channel. This confirms that collecting voc only on certain channels may differ from what real customers require. Therefore, data collected through VOCs as well as external channels must be used to reflect various customer feedback.

본 연구는 시·청각 피드백을 통해 아동의 운동 효과를 증진시킬 수 있는 의류형 웨어러블 동작 센싱 및 피드백 시스템을 개발하는 것을 목적으로 한다. 본 연구에서는 직물 센서 제조 및 이를 적용한 스포츠웨어 디자인, 직물 기반 동작 센싱 모듈 설계, 아동의 운동 흥미 유발을 위한 시·청각 피드백 시스템 개발 등의 일련의 연구를 수행하였다. SWCNT 기반의 동작 센싱용 신축성 직물 센서를 개발하고, 이를 의복의 사지 관절 부위에 부착한 스포츠웨어를 디자인하였으며, 센싱 모듈을 설계하여 아동을 대상으로 한 관절 동작 실험을 통해 센싱 성능을 검증하였다. 또한 악세서리 형태로 개발된 피드백 제품을 통해 본 연구에서 개발된 스포츠웨어를 착용한 아동의 동작에 따라 빛과 소리로 반응하도록 구현하였다. 본 연구의 결과로, 아동의 운동 흥미를 유발할 수 있는 아동용 스포츠웨어 및 악세서리 제품의 디자인 프로토타입을 제안하였다.

Online reviews enable brands to promote their products by means of word-of-mouth communication. In an e-commerce environment, user-generated customer feedback, as a form of electronic word-of-mouth (eWOM), is a crucial source of information in the prepurchase stage as many customers base their purchase decision on feedback from other customers. eWOM is perceived as a reliable source of information and has become especially important in an online environment (Chevalier & Mayzlin, 2006; Li & Zhan, 2011). Existing research has shown that customer feedback positively influences sales (Chevalier & Mayzlin, 2006; Forman, Ghose, & Wiesenfeld, 2008; Ha, Bae, & Son, 2015). Yet, only very limited research on how to communicate customer feedback to maximize a company’s top-line growth has been conducted (Packard & Berger, 2017). In this study, we aim to fill this gap by investigating how numerical customer feedback metrics should be communicated to attract new customers. Using an experiment, we empirically investigate which of the two widely established numerical customer feedback metrics, a customer recommendation rate or a customer satisfaction rate, is better suited to attract new customers and hence stimulate company growth. The impact of the stimulus on the purchase process is measured by means of three different dependent variables to imitate the hierarchy of a purchase decision: consumers’ interest towards the ad, their attitude towards the product shown in the ad as well as their purchase intention. Furthermore, we include several moderating factors, which have proven to be relevant when looking at online reviews, namely product type as well as consumers’ motivation and ability to process persuasive communication (Gupta & Harris, 2010; Klein, 1998; Petty & Cacioppo, 1986).

Inconsistent findings about role stress and performance motivates this study. Data from 240 customer service representatives (CSRs) and 27 supervisors showed that role conflicts (involving supervisors and consumers) negatively relate to performance, while CSRs’ adaptive behavior mediates the relationship. CSRs’ feedback seeking moderates effects of role conflicts on adaptive behaviors.

This research addresses an important, yet under-researched, issue concerning the management of loyalty programs (LPs) in the era of globalization: how to effectively motivate LP members from different cultures to continue the reward pursuit process. Drawing on cross-cultural research and regulatory fit theory, we identify feedback framing as a low-cost, easy-to-implement strategy for building program loyalty across cultures. Two cross-cultural studies confirm all the hypotheses about the effects of feedback framing. Overall, this research advances theoretical understanding of reward pursuit behavior across cultures and offers practical advice for managing LPs in different cultural contexts.

본 논문은 반복적인 읽기와 실패 및 성공에 대한 실시간 피드백이 포함된 동화 게임 읽기가 실패 두려움의 특징을 보인 한 ADHD 아동의 실패 두려움 극복에 효과적이었음을 관찰하고 이 사례에 대해 보고한 것이다. 본 연구의 실험에 사용된 동화 게임 <어부와 지니>는 읽기 스크립 트와 BCI와 모션센싱 기술을 활용한 행동과 집중력 미션을 포함하고 있으며, 이를 통해 사용자가 콘텐츠와 인터랙션 하도록 하고, 아동이 책읽기 도중에 실패할 경우 포기하지 않고 미션을 완수 해 줄 것을 독려하여 동화를 끝까지 읽고 이해하기의 목표에 성공하도록 디자인되었다. 동화읽기 실험은 참여자 아동을 대상으로 준비기 1회, 중재 4회의 총 5주 동안 실행되었다. 참여자가 콘텐츠를 읽는 과정 동안 데이터가 수집되고, 참여 관찰을 통해 아동의 읽기태도와 행동을 살펴보고, 사후 보호자 인터뷰를 하였다. 실험 결과, 아동에게서 실패의 두려움을 극복하는 모습이 발견되었다. 이는 아동이 동화 게임 <어부와 지니>를 읽으며 반복적으로 경험한 재미있는 실패가 수행에 참여하는 아동의 수치심 경험으로 작용하지 않고 자기가치감을 손상하지 않는 실패로 경험됨으로써 그 결과 아동이 실패를 효과적으로 극복하도록 도운 것으로 생각할 수 있다.

본 연구는 일회성 호흡훈련 피드백이 중년여성의 HRV-자율신경시스템 변화에 미치는 영향을 분석고자 하였다. 연구대상자는 중년여성(40-60세) 총 24명을 호흡군 12명, 통제군 12명으로 무선할당하여 일회성 호흡 훈련을 실시하였다. 호흡군의 피드백 훈련은 총 15분 동안 실시되었으며, 10분 간 전문가 지도에 따른 호흡 자각 훈련 후 5분 간 자율호흡 훈련을 실시하였다. 자료의 분석은 SPSS WIN 20.0으로 반복측정 변량분석(Repeated Measures ANOVA)을 실시하였으며, 이를 통해 얻어진 결론은 다음과 같다. 중년여성들은 일회성 호흡 훈련 후 SDNN, RMSSD, LF, HF가 유의하게 높아졌으며, 호흡군이 통제군보다 SDNN, RMSSD, LF, HF이 유의하게 높아진 것으로 나타났고, Mean HR과 LF/HF는 집단과 시기의 주효과, 집단과 시기의 상호작용효과 모두 유의한 차이는 나타나지 않았다. 이상의 결과로 일회성 호흡훈련 피드백은 중년여성들의 SDNN, RMSSD, 교감활성, 부교감활성에 효과적이며, 이러한 호흡 훈련 프로그램은 자율신경계 균형 능력을 향상시켜 중년여성들의 스트레스 완화 및 자율신경실조증을 회복할 수 있는 운동중재의 효용 가치를 기대할 수 있다고 사료된다.

The purpose of this study is to investigate error patterns in EFL college students’ English writing as well as their change over time, based on the teacher’s feedback. In order to accomplish this purpose, two research questions were constructed; first, what are the characteristics of Korean EFL students’ writing based on the maturity of English sentence by the T-unit analysis? Second, what types of error patterns are produced in Korean EFL students’ writing? Also, how do the error patterns change based on the teacher’s feedback over time? The participants were four Korean EFL college students, and they were asked to pre-write, draft, revise and edit until they completed their final draft. The results of pre- and post-writing test were also analyzed. The major findings are as follows: 1) The mean number of T-unit among participants was 42.25 units, and the mean number of words per T-unit was 10.95 words. 2) The most frequently committed errors were found out as lexical and morphological errors. Moreover, the rate of lexical and sentence structure errors has been dropped, whereas the rate of punctuation errors has increased as the teacher’s feedback progressed over time. Pedagogical and practical suggestions are also made on the effective teaching of English writing in Korean classroom settings.

Background: Stroke patients show abnormal walking patterns due to brain injury. In order to have the desired walking pattern, appropriate stimulation is required to activate the central pattern generator. For this reason, our study performed treadmill ambulatory training with rhythmic auditory stimulation. However we did not consider the influence of visual feedback. Objects: The purpose of this study was to compare the gait abilities in chronic stroke patients following either treadmill walking training with rhythmic auditory stimulation and visual feedback (TRASVF) or treadmill walking training with rhythmic auditory stimulation (TRAS) alone. Methods: Twenty-one stroke patients were divided into two groups: A TRASVF group (10 subjects) and a TRAS group (11 subjects). They received 30 minutes of neuro-developmental therapy (NDT) and walking training for 30 minutes, five times a week for three weeks. Temporal and spatial gait parameters were measured before and after the training period. The Biodex gait trainer treadmill system measured gait parameters. Results: After the training periods, the TRASVF group showed a significant improvement in walking speed, the step length of the affected limb, and time on each foot of the affected limb when compared to the TRAS group (p<.05). Conclusion: The results of this study showed that the treadmill walking training with rhythmic auditory stimulation and visual feedback improved individual gait ability more than the treadmill walking training with rhythmic auditory stimulation alone. Therefore, visual feedback should be considered along with rhythmic auditory stimulation training.

Background: The continuous co-contraction of the trunk muscles through trunk stabilization exercises is important to patients with lumbar spinal stenosis (LSS). However, intentional abdominal muscle contraction (IAMC) for trunk stabilization has been used only for specific training in the treatment room. Objects: The purpose of this study was to provide feedback to adults with LSS to enable IAMC during activities of daily living (ADLs). Methods: The participants with spinal stenosis were divided into an experimental group of 15 adults and a control group of 16 adults. Electromyographic signals were measured while the subjects kept their both hands held up at 90°. The measured muscles were the rectus abdominis (RA), external oblique (EO), internal oblique (IO), and erector spinae (ES). Pelvic tilt was measured using a digital pelvic inclinometer. The degree of pain was measured using the visual analogue scale (VAS) and functional capacity was measured using the Korean version of the Oswestry disability index (KODI). Results: While the experimental group showed statistically significantly higher activities in the RA, EO, and IO after the intervention compared with the control group. Pelvic tilt was significantly decreased only in the experimental group. Both the experimental and control groups exhibited statistically significant declines in the VAS and KODI (p<.01). In terms of the levels of changes, the experimental group exhibited a statistically significant larger decline only in the VAS and the pelvic tilt when compared with the control group (p<.05). Conclusions: The subjects could stabilize their trunks, and relieve their pain and dysfunctions and reduce pelvic tilt by learning abdominal muscle contraction during ADLs.

This paper examined effects of three types of written corrective feedback (CF) on L2 learners’ grammatical accuracy in writing, focusing on the use of verb tense and articles. Within Ellis’ (2008) typology of CF, the present study focused on direct, indirect, and metalinguistic CF. The feedback was provided at each stage of writing, and the participants were to write three new pieces of writing. Changes in the accuracy of the grammatical targets were measured. Results indicated that despite the limitations of the small number of the participants, positive changes in the grammatical accuracy were found with metalinguistic CF for verb tense and with indirect CF for articles in new pieces of writing. In addition, unlike previous studies, a negative role of direct written feedback was observed in the present study.

This study investigated the effects of two types of corrective feedback (CF), recasts and metalinguistic feedback (implicit vs. explicit CF), on the development of implicit and explicit knowledge of English articles. It also examined the relationship between learners’ language aptitude, in particular language analytic ability, and their knowledge development through different types of CF. Six intact intermediate communication English classes (a total of 104 students and two English-speaking teachers) at a university participated in the present study. In CF groups, learners received recasts or metalinguistic feedback (MF) to the errors of the English articles during communicative activities, while no CF was given to the control group. The study employed a pretest-posttest-delayed posttest design, and four different tests were used to measure learner implicit and explicit knowledge. The study found both recasts and MF effective in the development of implicit knowledge and selective effects of recasts on the improvement of explicit knowledge. This suggests that both implicit and explicit CF bring about the development of implicit and explicit knowledge. In addition, language analytic ability was found to be closely related to learners’ gains through both CF and development of explicit and implicit knowledge of English articles.

This study investigated the appropriate ways in offering immediate automated writing feedback within the framework of process-based writing pedagogy by comparing relative effects of two different automated writing evaluation (AWE) system application types on improving writing performance. The experiment took an initiative step in elucidating at what point in the process-based writing stages AWE feedback is best to be served. The research is conducted to confirm whether providing an instant language-related feedback whenever EFL students call for will either interfere the development of content indeed – as it has been expected by process-based writing approach, or bring improvement in students’ writing. Two application types, namely non-continuous feedback (NCF) and continuous feedback (CF) group - are differentiated in terms of in which point of the writing stages students are enabled to get access to the AWE system. With the purpose of the study, a total of 20 students participated. The findings revealed that CF group did not receive language-related AWE feedback to the point of distracting the development of their content. Furthermore, CF group significantly outperformed NCF group in overall writing product, especially on the dimension of grammar and content. Students also expressed a positive attitude toward receiving instant language-related feedback via AWE system.

The study investigates the relative effects of two types of indirect written corrective feedback (CF) on the acquisition of English articles. Thirty-five high intermediate Korean EFL college students who were enrolled in three composition classes participated in this study. After the instruction on the English article usage, three classes (Class A, Class B, and Class C) received different types of feedback on their blog writings over the course of a semester. Both Class A and Class B received indirect feedback in the form of underlining errors. In the following class, Class A received correct forms with metalinguistic information for the errors revised incorrectly, but Class B did not have such opportunities. The Class C received no feedback. The results showed that only Class A, which received indirect feedback plus correct forms with metalinguistic information, made a statistically significant gain from the 3 sessions of feedback treatment. Pedagogical implications were provided on the basis of the findings.

Dans cette étude, les commentaires des professeurs sur la capacité de communication et la capacité de traduction ont été conçus et formulés en utilisant une activité paraphrasante basée sur la théorie interprétative de la traduction dans une classe de traduction au niveau universitaire. La réaction des élèves lors du cours de traduction a ensuite été analysée . Le but de cette étude était d'étudier la valeur éducative de ce type de commentaires des professeurs et de trouver la méthode la plus efficace de rétroaction des professeurs appropriée pour les étudiants qui apprennent la traduction du français vers le coréen. Les principaux résultats des analyses de commentaires des professeurs sont résumés comme suit: (1) Certaines des tâches qui semblaient difficiles pour les élèves ont été classées en éléments de capacité de traduction et de capacité de communication. Les commentaires du professeur, organisés en capacité de traduction et de communication par la méthode d'enseignement par la paraphrase en fonction des difficultés rencontrées par les élèves dans leurs tâches, ont généralement une influence positive sur la capacité de traduction des étudiants, et en particulier la capacité linguistique des élèves. (2) Comme une méthode répétitive d'apprentissage des synonymes, les commentaires répétés des professeurs par la paraphrase ont été trouvés pour aider à améliorer la capacité linguistique des élèves. (3) Il était également possible de voir le potentiel de la compréhension par les élèves des stratégies d'apprentissage autonomes basées sur la méta-cognition en termes de lecture, de traduction et d’écriture.