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ERP를 이용한 인사모듈교육과 수업만족도의 관계에 대한 연구
송형철 한국디지털콘텐츠학회 2019 한국디지털콘텐츠학회논문지 Vol.20 No.12
본 연구의 목적은 ERP를 적용한 인사모듈교육과 수업만족도의 관계를 알아보기 위한 것이다. 이를 위해 234명으로부터 수집된 자료를 Amos 23과 SPSS 23.0 프로그램을 사용하여 실증 분석한 결과는 다음과 같다. 첫째, ERP를 적용한 인사모듈교육은 수업만족도 변수 중 수업운영과 사회적 기대감에 정(+)의 영향에 미치는 것으로 나타났다. 둘째, ERP를 적용한 인사모듈교육이 수업운영과 사회적 기대감에 영향을 미쳤지만 심리적 만족에는 영향을 미치지 않는 것으로 나타났다. 셋째, 수업만족도 변수들의 관계를 살펴보면 수업운영이 사회적 기대감에 영향을 미치고 사회적 기대감이 심리적 만족을 향상시키는 것으로 나타났다. 본 연구는 ERP를 적용한 인사모듈교육이 수업운영과 사회적 기대감과 같은 수업만족도 변수에 영향을 미친다는 측면에서 시사점을 갖는다. 향후의 연구에서는 표본 확대와 교육과정개발에 활용할 필요가 있다. The objective of this study was carried out to examine effect in the relationships of personnel module education applying ERP and class satisfaction. For this study, data collected from 234 students were analyzed using the AMOS 23 and SPSS 23.0 programs. Results of this study are as follows. First, it was found that personnel module education applying ERP had a positive (+) impact on the class operation and social expectation. Second, it showed that personnel module education applying ERP affected class operation and social expectation but did not affect psychological satisfaction. Third, it was found that class operation affects social expectation and social expectation improves psychological satisfaction. The future discussion is necessary for sample expansion and curriculum development.
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증강현실(Augmented Reality)의 특수교육 적용기대감과 현존감(Presence) 요인에 대한 연구: 예비특수교사 대상으로
박경옥 ( Kyoung Ock Park ),백종남 ( Jong Nam Baek ),서선진 ( Seon Jin Seo ),이양원 ( Yang Won Lee ) 대구대학교 한국특수교육문제연구소 2016 특수교육저널 : 이론과 실천 Vol.17 No.1
This study was designed to investigate preservice special education teachers`` perceptions on Augmented Reality(AR) in applying it to special educational environments. The subjects of this study were 183 college students majoring in special education who agreeing to answer the questionnaire. The data were collected by an online survey system. The results of this study were as follows: First, preservice special education teachers had relatively high expectations on applying AR to education for students with disabilities. Its reasons mentioned were that AR technology provides many experiential opportunities and more freedom which students with disabilities have not yet experienced. And preservice special education teachers also had concerns about applying AR to special education. Their concerns about AR were appeared in terms of the possibilities of students being excessively engaged in AR and being less interested in traditional learning materials. Second, AR presence perceived by preservice special education teachers were high enough to expect the future use of AR in special education classrooms in terms of its enjoyment, mutual communication, realization, and performance, whereas low expectations for AR``s accessibility and flow. Third, major factors affecting preservice special education teachers`` positive perceptions on AR were enjoyment and communication. Based on the results of the study, its implications and suggestions for future research were provided.
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