메타버스와 콘텐츠의 결합과 진화: 동남아 K-콘텐츠시장 분석 연구

전동한 한국국제상학회 2022 國際商學 Vol.37 No.2

Purpose : The purpose of this study is to find a direction in which the export of K-contents can be further activated in the Southeast Asian market through the combination and evolution of the metaverse and contents. Research design, data and methodology : This study approached the concept, technical theory, and business perspective of metaverse through previous studies. In addition, data related to K-contents was divided into the domain of contents and the domain of service trade, and research was focused on literature research. Results : K-contents and metaverse need a segmentation strategy that provides K-contents experience opportunities to global content fans through the establishment of a content system. Conclusions : Exports of K-contents are expected to become more active and expanded in the Southeast Asia market, and it will be a new business model that converges the real and virtual worlds. 2020년 시작된 COVID-19에 의한 팬데믹은 사회적 거리두기를 통해 비대면 경제를 활성화시키면서 언텍트산업의 성장에 기여하였는데 여기에 가장 대표적인 영역으로 등장하는 것이 메타버스이다. K-콘텐츠의 경우 또한 비대면 사회로의 대전환 시기였음에도 불구하고 최근 몇 년 동안 해외시장 진출에서 두드러지는 성과를 보여주었고 특히 2021년은 전 세계적으로 K-콘텐츠를 향한 관심이 집중된 한 해였다. 이에 본 연구는 COVID-19가 비대면 언텍트 시대를 앞당기면서 가져온 메타버스의 진화와 함께 콘텐츠 분야에 가져올 변화와 영향력을 고려하여 K-콘텐츠와의 결합을 통한 연관성을 바탕으로 K-콘텐츠, 즉 한류가 동남아 시장에서 수출이 더욱 활성화될 수 있는 방향을 모색하고자 하였다. 게임, 음악과 방송, 패션 등에서 새로운 콘텐츠 모델로 부상하면서 콘텐츠 공유 수단을 넘어 사회적 연대와 소속감을 길러주는 플랫폼으로 기능할 수 있도록 가상의 아바타가 참여하는 버추얼 콘서트, 게임 속 가상세계, 가상의 결혼식 등 K-콘텐츠는 메타버스와 결합을 통해 새로운 콘텐츠 영역을 만들어가고 더욱 다양한 형태의 플랫폼으로 진화할 것이 예상된다.

디지털 환경에서의 문화콘텐츠 교육에 관한 연구

임희경(Lim Heekyung) 한국디지털디자인학회 2008 디지털디자인학연구 Vol.8 No.2

Digital culture content education is a higher value-added business which has a great potential to be a core business of 21st century. As digital culture content business heavily depends on creative professional human resources recruiting and making best use of excellent experts are crucial to the success of business. Human resources development for digital culture content industry was conventionally made according to genre. However expansion of industry increased requests for content developers planners and staffs in charge who can work irrespective of genre. Recruiting staffs with solid theoretical background and cultural·artistic temperament and training field staffs who will be in charge of the culture products development(planning production operation and management) and resources management of culture products are required to respond to change in demand trend for human resources in this industry. First of all analysis of current educational goal and curriculum of educational institutions should be conducted. Cooperation and interactive operation of university graduate school and industry are required to raise experts who can be in charge of the development·operation·management of digital culture content. Therefore this research is focused on literature review on digital culture content education and analyzing current curriculum of domestic and overseas educational institution which can present development directions for digital culture content education. 디지털 문화콘텐츠 교육은 21세기 대표적인 핵심 분야로 성장할 수 있는 잠재력이 매우 큰 고부가가치로 평가받고 있다. 디지털 문화콘텐츠 분야는 다른 분야와 다르게 창의적인 전문 인적자원에의 의존도가 높기 때문에 우수한 인재의 확보와 시기적절한 활용이 매우 중요하다. 최근 디지털 문화콘텐츠 관련 산업 인력양성 유형은 전통적으로 장르별 개발 인력을 중심으로 이루어지다가 산업 영역의 확대에 따라 업무 중심의 내용개발자나 기획자 실무 종사 인력 등에 관한 요구가 늘고 있다. 이러한 산업현장의 인력유형별 수요변화에 대응하기 위해서는 문화·예술적 소양 이론적 기초가 체계적으로 갖춘 인력과 문화상품 개발 과정에 대한 관리(기획 제작 관리 운영) 및 문화상품 결과물에 대한 자원관리를 담당할 실무전문인력 양성에 초점을 두어야 한다. 각 학교의 교육방향과 교육에 필요한 교과과정에 대한 분석이 우선적으로 이루어져야 한다. 그리고 대학-대학원-산업 현장이 서로 협력하여 통합 관리·운영되어야만 디지털 문화콘텐츠와 같은 통합장르의 기획 및 실무를 진행할 전문가를 양성할 수 있을 것이다. 따라서 본 연구에서는 디지털 문화콘텐츠 교육에 대한 문헌연구와 국내 외 대학의 디지털 문화콘텐츠 교육 현황과 사례를 분석하여 디지털 문화콘텐츠 교육과정의 향 후 발전 방향을 제시하는데 그 의의가 있다.

Cómo mejorar la propagación de la cultura mediante el Smartphone

마상영 한국스페인어문학회 2016 스페인어문학 Vol.0 No.80

In this paper, I analyzed how to improve the propagation of the culture in foreign countries. Since nowadays most people are accustomed to spending their 24 hours with a smartphone, it became inevitable for us to use a smartphone as a tool for the propagation of the culture in foreign countries. Based on this necessity, here we proposed how to use a smartphone efficiently by using combined communication. First we offer cultural contents to the interested and afterward give a feedback to them in in-class lecture. The bilateral communication through in-class lecture and smartphone contents enables us to take the advantages of the two communicating channels and to complement the drawbacks that each channel entails. Until now, the propagation of the culture has been achieved mostly through a person-to-person contact, or traditional lecturing, the parallel use of smartphone learning will provide more efficient education. Once this channel of smartphone learning is well developed, interested people can satisfy their curiosity with easy access to the stored cultural data regardless of time and place. Educators need to make an effort to elaborate the cultural contents delivered via smartphone since young generations react sensitively and positively to mobile contents. Within this line, we suggested how to make smartphone learning contents on the basis of several programs such as PowerPoint, Movie Maker, Camtasia, Snagit 11, etc. In conclusion, it will be the best solution for the propagation of the culture in foreign countries to use the combined communication through in-class lecture and smartphone contents.

How to improve the propagation of the culture via Smartphone

( Sangyoung Mah ) 한국스페인어문학회 2016 스페인어문학 Vol.0 No.80

In this paper, I analyzed how to improve the propagation of the culture in foreign countries. Since nowadays most people are accustomed to spending their 24 hours with a smartphone, it became inevitable for us to use a smartphone as a tool for the propagation of the culture in foreign countries. Based on this necessity, here we proposed how to use a smartphone efficiently by using combined communication. First we offer cultural contents to the interested and afterward give a feedback to them in in-class lecture. The bilateral communication through in-class lecture and smartphone contents enables us to take the advantages of the two communicating channels and to complement the drawbacks that each channel entails. Until now, the propagation of the culture has been achieved mostly through a person-to-person contact, or traditional lecturing, the parallel use of smartphone learning will provide more efficient education. Once this channel of smartphone learning is well developed, interested people can satisfy their curiosity with easy access to the stored cultural data regardless of time and place. Educators need to make an effort to elaborate the cultural contents delivered via smartphone since young generations react sensitively and positively to mobile contents. Within this line, we suggested how to make smartphone learning contents on the basis of several programs such as PowerPoint, Movie Maker, Camtasia, Snagit 11, etc. In conclusion, it will be the best solution for the propagation of the culture in foreign countries to use the combined communication through in-class lecture and smartphone contents.

전자상거래법상 청약철회 효과의 문제점과 개선방안

김세준 한국소비자법학회 2021 소비자법연구 Vol.7 No.1

In this paper, a proposal to improve the effect of cancellation in E-Commerce Act(「Act on the Consumer Protection in Electronic Commerce, etc.」) is presented as follows. 1. When a consumer cancels the contract, the business operator must refund the price without delay, and the consumer must return the goods at their own expense within 7 days from the date of receiving the refund. However, exceptionally, if there is a separate agreement that the business operator collects the goods at their own expense and refunds the price at the same time, it shall be followed. 2. When the consumer returns the goods, the risk of return belongs to the business operator. 3. Regarding the return of digital contents after cancellation, the types are divided into regulations. First of all, a digital content provided by streaming does not need to be returned, and a non-replicable digital content stored in the user's online account does not need to be returned. However, in the case where a replicable digital content is stored in the user's online account, if the consumer duplicates it and stores it in another medium, the consumer is obligated to delete the duplicated digital content. A digital content stored in the user's personal storage medium is also obligated by the consumer to delete it. 4. The mail order contract and the credit contract should be regarded as a combined contract, and if the main contract is cancelled, the subsidiary contract should also be considered to be ineffective. 5. When the effect of the credit contract is extinguished with the cancellation, even if the consumer has paid the payment to the credit provider, he only needs to request the return of the unfair profit from him. Therefore, there is no need to consider compensation for damages delayed from mail order distributor. 6. The starting point for a business operator's price refund should be defined as the point at which the consumer's intention to cancel has reached the business operator. 7. If the business operator has not suffered any loss due to the consumer's partial use or consumption before cancellation, the claim for the return of the profits of using cannot be allowed even if the consumer has earned a profit. Therefore, it should be defined as proving that the business operator actually suffered a loss and claiming it to the consumer. 8. Regarding the return of the reduced value, the purpose of each contract must be specified separately. In particular, digital content does not degrade in value due to its nature, so even if consumers have benefited from some use, there is no need to return it. 본 논문에서는 전자상거래법상 철회권 행사효과의 개선방안을 다음과 같이 제시하였다. 1. 소비자가 계약을 철회한 경우 사업자는 지체 없이 대금을 환급하여야 하고 소비자는 대금을 환급받은 날로부터 7일 이내에 자기의 비용으로 재화를 반환하는 것을 원칙으로 한다. 다만 사업자가 재화를 자기의 비용으로 회수하기로 하고 그 회수와 동시에 대금을 환급하기로 하는 별도의 약정이 있는 경우에는 그에 따르도록 한다. 2. 소비자가 재화를 반환하는 경우 그 반송위험은 사업자가 부담하도록 한다. 3. 철회 후 디지털콘텐츠의 반환여부에 관해서는 유형을 나누어 규율한다. 즉 단순 스트리밍방식으로 제공되는 디지털콘텐츠의 경우 반환하지 않아도 되고, 사용자의 온라인 계정에 복제 불가능한 디지털콘텐츠가 저장되는 형태의 계약을 철회한 경우에도 반환할 필요가 없다. 다만 사용자의 온라인 계정에 복제 가능한 디지털콘텐츠가 저장되는 경우에 소비자가 그 디지털콘텐츠를 복제하여 다른 저장매체에 저장한 경우 그 복제한 디지털콘텐츠는 소비자가 삭제할 의무가 있다. 사용자의 개인 저장매체에 저장되는 디지털콘텐츠 역시 소비자에게 삭제의무가 있다. 4. 원칙적으로 통신판매계약과 여신계약을 결합계약관계로 보아 주된 계약이 철회되면 부수적 계약 역시 효력을 상실하도록 규정한다. 5. 철회와 함께 여신계약의 효력도 소멸하게 되면 소비자가 결제업자에게 대금을 지급한 경우에도 단지 그 결제업자에 대하여 부당이득의 반환청구를 하면 되므로 통신판매업자의 지연배상금은 문제되지 않는다. 6. 사업자의 대금환급 기산점을 소비자의 철회 의사가 사업자에게 도달한 시점으로 규정하여야 한다. 7. 철회 전 소비자의 일부 사용이나 일부 소비에 따라 사업자에게 손실이 발생하지 않은 경우에는 소비자가 이익을 얻은 경우에도 그 사용이익의 반환청구는 허용될 수 없다. 따라서 사업자가 실제로 손실을 입은 것을 증명하여 소비자에게 청구하는 것으로 규정해야 한다. 8. 가치감소분의 반환에 관해서는 각 거래목적의 유형을 구분하여 규율하여야 한다. 특히 디지털콘텐츠는 성질상 가치감소가 발생하지 않으므로 소비자가 일부 사용 등으로 이익을 얻었다고 하더라도 원칙적으로 반환할 필요가 없다.

시조 스토리텔링의 유형 및 활용 방안

김세림,김상진 한국시조학회 2019 시조학논총 Vol.51 No.-

“Storytelling” can be understood as creating a narrative around a subject for the purpose of invoking interest in that subject. It is also a useful methodology, in that it makes subjects more valuable, enriches and refines their meanings, and helps form a deeper appreciation of them. This study examines the types and usages of Sijo literature, which allow it to function as the main texts for storytelling. The study utilizes form-based storytelling, which means that the storytelling of the series is based on the Yeonsijo form. The Sijo series seems to fulfill the requirements of storytelling, in that multiple Sijo stories created under one title are woven into a single theme. Poets intentionally and effectively used the form of thematic Sijo series to enable readers to contemplate the flow of narrative. They formed a continuous plot by connecting each stanza, and increased readers' concentration on by stimulating their imagination. The contents-based storytelling, on the other hand, attempts to categorize the subjects of the Sijos into “responded” and “combined” Sijos: the former is the type in which characters embellish its contents through the exchange of dialogue, and the latter is the type in which its meaning is extended by a combination of similar themes. The Ginyeo Sijo series has examples of both “responded” and “combined” Sijo types. This is due to the peculiarity of the group of creators, Ginyeos, and their ease at weaving emotions into a story. The storytelling of the Sijos has received some attention from various fields, where their contents have been used as a general basis in certain films and dramas. However, it is time to actively seek out and promote these storytelling narratives based on the Sijo series. Today, Sijos can be used for their cultural contents, for their expression of seasons, and for the way music and fine art are expressed around the characters. Their educational effect, therefore, is self-evident. The storytelling of Sijos is expected to lead readers to deeply appreciate subjects and expand the horizon of the studies on it by invoking their empathy through the extension of imagination. ‘스토리텔링’은 흥미를 목적으로 작품에서 이야기를 만들어내는 것으로 이해되곤 한다. 그러나 스토리텔링은 작품을 더 가치 있게 만들고 그 의미를 풍성하게 가다듬으며 작품에 대한 심층적인 이해를 도와준다는 점에서 유용한 방법론이기도 하다. 이에 본 연구에서는 시조 문학이 스토리텔링의 주요 텍스트로 가능할 수 있도록 유형과 활용 방안을 모색해보았다. 크게는 시조를 형식과 내용으로 나누어 형식 기반 스토리텔링과 내용 기반 스토리텔링으로 살펴보았다. 형식 기반 스토리텔링은 연시조 형식을 기반으로 한 연작형 시조의 스토리텔링을 말한다. 하나의 제목 아래 다수의 시조가 창작된 형식이 같은 주제를 두고 엮이면서 스토리텔링의 요건을 갖추고 있다고 보았다. 작가는 효과적인 주제의 전달을 위하여 의도적으로 연시조 형식을 사용하며, 이 흐름을 짚어내는 과정에서 향유자들은 스토리텔링이 가능해진다. 각 연을 연결하면서 일정한 줄거리를 형성하여 독자의 상상력을 자극하고 작품에 몰입하여 공감도를 높이는 효과를 거두기도 한다. 내용 기반 스토리텔링은 시조의 내용을 중심으로 분류를 시도한 것으로, 화답형 시조와 결합형 시조로 나누었다. 화답형 시조는 대화를 하듯 인물들이 화자와 청자의 역할을 주고받으며 내용을 꾸며나가는 유형이고, 결합형 시조는 비슷한 주제끼리 결합하여 의미를 확장하는 유형을 말한다. 두 유형 모두 기녀 시조가 유용하게 활용될 수 있는데, 이는 기녀라는 창작자 집단의 특수성 덕분에 정서를 엮어 이야기를 만들어내기 수월하기 때문이다. 시조 스토리텔링은 영화, 드라마 등 다양한 분야에서 조금씩 제시되고 있다. 이러한 방식이 해당 콘텐츠의방향에서 시조를 활용한 것이었다면, 이제는 시조의 관점에서 적극적으로 스토리텔링화 방안을 모색할 차례이다. 앞서 제시한 형식 기반과 내용 기반의 스토리텔링 이외에 시조의 인물을 스토리텔링하여 문화콘텐츠로 활용할 수도 있을 것이다. 본고에서는 논외로 하였지만 시조의 정서를 음악, 미술로 표현하기 위한 원텍스트로서의 스토리텔링도 가능하다. 이러한 스토리텔링은 흥미가 전제가 된다는 점에서 교육적 효과는 더욱 자명하다. 시조 스토리텔링을 통해 시조 작품 자체의 깊이 있는 감상을 도모하고, 상상력의 확장을 통한 공감을 불러일으켜 시조 연구의 지평을 넓힐 수 있기를 기대한다.

내용 중심의 단어결합체 학습이 대학생의 독해 이해력 향상에 미치는 영향

김혜정 ( Hye Jeong Kim ) 21세기영어영문학회 2015 영어영문학21 Vol.28 No.4

This study considers how a content-centered approach affects learning of word combinations in undergraduate English reading classes. It also deals with the effect on retaining word combinations in long-term memory. Word combinations are so naturally and sequentially connected that they are regarded as one chunk, for example read a book or what``s going on. This study suggests a content-centered approach for acquiring word combinations, and examines its effectiveness in retention of long-term memory. To verify this suggestion, the study observes an experimental group focused on content-centered word combinations, and a control group from a common reading class based on student presentations. Assessment is carried out through first and second tests, word combination test of long-term memory. Results show that two groups have positive effects on students`` reading comprehension development. Results also show that a content-centered approach is helpful for improving students’ reading comprehension ability, and that student satisfaction with this approach was high.

Integration of Language and Content Revisited Based on the TV Series NCIS

서지영 영상영어교육학회 2015 영상영어교육 (STEM journal) Vol.16 No.2

This paper aims to reconsider the integration of language and content. According to Content-based Instruction (CBI) and Socio-cultural theory, content should be a primary concern and language secondary in order to learn language effectively. Although this idea is also applied to teaching English through movies, integrating content and language is easier said than done in reality. An experimental class was conducted with three university students of mixed majors and various levels of English proficiency to see to what extent they relate language to content and how they notice language within the boundary of content. Five scenes from NCIS, season 12, episode 13, were chosen that contained a range of themes: the wisdom of life, a human conflict, comical features, figurative expressions about romance, and military jargon. The scene that participants most noticed language in relation to the content was the scene dealing with myth and comical features. This was because they had a certain interest and background knowledge about the topic; therefore, it was easy to make connections between the content and language. Other scenes also provide implications for teachers. As noticing does not happen by itself, teachers need to make extra effort in order for students to notice the language, in particular, when utilizing movie materials.

중학생과 초등학생 영어캠프 효과 비교

송정미 韓國交通大學校 2013 한국교통대학교 논문집 Vol.48 No.-

We've been holding elementary English camps for 9 years. This year, however, we held elementary and middle school English camps together for the first time. The 1st week was a combined program with 64 elementary students and 36 middle school students for 6 nights and 7 days. The 2nd week was an individual program with 80 elementary students for 4 nights and 5 days. The 3rd week was an individual program with 80 middle school students for 4 nights and 5 days. All the programs are based on content-based language learning with the same time schedule, but the content itself and the intensity of language learning are different. The purpose of this study is to find out how effective those programs are. The data for this study were collected from the entrance and exit survey sheets, and reflection papers from students. The results showed that elementary students' satisfaction was higher than that of middle school students in most of the camp activities. They became more motivated for future English language learning. Students' satisfaction in the individual programs was higher than the combined one. This study also showed that for the middle school program, when students have more choice, they are more motivated to participate in their own activities, which resulted in improving their language skills. Thus, this study can suggest that middle school and elementary school program should be separate. Middle school programs should be prepared based on students' need and operated with more flexibility.

Meaning-Form Combined Instruction Using Film Subtitles for Language Awareness

유도형 영상영어교육학회 2016 영상영어교육 (STEM journal) Vol.17 No.4

It is a widely accepted theoretical premise in second language acquisition that learners must notice and pay attention to language forms in order to learn them. It is also believed that meaningful content is essential for language learning. These premises provide support for language instruction that integrates attention to language form with attention to meaning. However, little research has investigated ways to help learners to attend to form in content-based contexts. The goal of this study is to come up with a method that connects meaning and form with instruction and to investigate the effect of this. The study presents an experimental design of two Screen English classes (N=282) based on meaning and form connected instruction using film subtitles with a pre-test and a post-test. The findings of the study show that the approach of this study is statistically significant and highly efficient. They reveal that film subtitles put together the meaning and form of expressions and intensify the bond between them and that subtitles thereby help learners to recognize the properties of English structures in expressions in context, which suggests that all the language input from movies could be personalized and internalized.