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변환된 중국어를 복사하여 사용하시면 됩니다.
- 中文 을 입력하시려면 zhongwen을 입력하시고 space를누르시면됩니다.
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디지털 콘텐츠 저작 도구 Namo Author를 활용한 교육 프로그램 설계 과정과 효과에 관한 연구
임철일 ( Cheolil Lim ),염지윤 ( Jiyoon Yeom ),이종찬 ( Jongchan Lee ),정혜원 ( Hyewon Jung ),최서연 ( Seoyeon Choi ),이웅기 ( Unggi Lee ) 한국교육정보미디어학회 2021 교육정보미디어연구 Vol.27 No.2
The demand for digital educational content has increased with the adoption of distance learning in schools caused by COVID-19 and digital transformation, the existing digital contents are still insufficient to meet the needs of teachers and learners. Therefore, this study is designed to analyze the process of designing educational contents and its effectiveness using Namo Author, a digital content authoring tool. The educational contents were developed by adopting a participatory design method with five teams of researchers, teachers, and learners and by conducting four stages of preparation, design, usability test and development and implementation. In particular, eye tracking technique has been used explorately in the usability tests for learners. The results of the study confirmed that the authoring tool is effective in producing learner-engaged educational contents. Also, the tool has advantage in creating e-pub contents easily without the complex knowledge of computer programming. On the other hand, it has limitations such as less intuitive interface and the limited execution environment. This study is meaningful in that it has derived implications to the future development of educational authoring tools and educational contents by examining the effects and limits of the educational authoring tool.
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인공지능 챗봇의 교육적 활용 연구 동향 분석: 활동이론을 중심으로
김민지 ( Minji Kim ),염지윤 ( Jiyoon Yeom ),정혜원 ( Hyewon Jung ),임철일 ( Cheolil Lim ) 한국교육정보미디어학회 2021 교육정보미디어연구 Vol.27 No.2
In this study, the research trend of educational use of artificial intelligence chatbots were systematically analyzed to identify current issues and explore future directions based on activity theory. 34 papers were analyzed by using the activity system model as an analysis framework. The results are as follows. Research on chatbots has been sharply increased from 2019 in both domestic and international. For the number of learners, above of college students were the most in both domestically and internationally. The most common sample size was 50 or less in domestic and more than 100 in foreign countries. Artificial intelligence chatbots were most often used as a purpose-based system, text-based, learning tools in both domestic and abroad. chatbots were developed for using in foreign countries, while existing chatbots were used in Korea. In both domestic and foreign countries, chatbots were aimed to teach English and intellectual skill. The most result of learning is cognitive and affective domain in Korea and affective domain in foreign conturies. The most number of use was only once in Korea and twice in foreign countries. In both domestic and foreign countries, it was the most common case that the instructor were in control of environment and offered scaffolding while using chatbots. As for the learning environment, offline was the most common in Korea, and both online and offline were identically common in foreign countries. Chatbots were not used in cooperative learning at all abroad and only one case in Korea. Based on the results, the direction of future research is presented as follows. First, a follow-up study is required to develop a task-oriented, purpose-built chatbot and strictly verify its effectiveness. Second, it is necessary to develop chatbots that support the affective domain as agents. Third, it needs to design the cooperative learning in which chatbots function as tutors and provide timely feedback. Finally, research on learning design that can effectively use chatbots by utilizing learning analysis data on online learning environment is required.
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