디자인 방법으로서의 롤플레잉의 분류와 그 활용 기법에 관한 연구

황가영 ( Hwang Ga Young ),연명흠 ( Yeoun Myeong Heum ) 디자인융복합학회 2017 디자인융복합연구 Vol.16 No.3

디자인에 있어서 소비자의 의견과 경험을 중시하는 사용자중심 디자인, 경험디자인이 부각되면서 디자인 개발 과정에 롤플레잉 기법이 적극 활용되고 있는 추세이다. 그러나 이러한 니즈를 충족시켜 주는 롤플레잉 형식의 방법론들은 다양한 이름으로 흩어져 있으며 진행방식이 규정되어 있지 않아 디자인 개발 과정에서 사용하기에 용이하지 않다. 따라서 본 연구에서는 롤플레잉의 개념정의 연구와 실험 연구로 나누어 첫 번째, 개념 정의 연구에서는 정의와 진행방식이 유사한 넓은 범위의 롤플레잉에 해당하는 방법을 모두 찾아 종합하여 롤플레잉의 개념과 범위를 규정하였다. 이후 롤플레잉 방법들의 사례를 분석하여 차이점을 통해 배역·시나리오와 퍼펫 유/무, 두 가지 축을 가진 롤플레잉 분류 매트릭스를 도출하였으며, 매트릭스의 영역별 롤플레잉의 기법의 장단점 분석을 통해 더블 다이아몬드 모델에 대입하여 롤플레잉 활용 영역을 제안하였다. 두 번째, 본 논문의 실험연구 부분에서는 총 두 개의 실험을 진행하였으며 그 중 탐색적 실험으로 진행된 Pilot 롤플레잉을 통해 본 논문의 주제인 롤플레잉 방법의 연구 가능성을 발견하였다. 이후 선행연구를 통해 도출된 매트릭스를 활용하여 롤플레잉 본 실험을 진행하였으며, 롤플레잉의 기법 별로 얻을 수 있는 제품/서비스의 측면과 사용자 인지 요소가 다르다는 사실을 발견하였다. 두 실험을 통하여, 롤플레잉은 제품과 서비스의 개선점과 인사이트를 다양한 시점에서 파악하기에 용이하다는 점을 실증적으로 입증하였으며, 서비스 유형이나 개발 단계에 따라 선택적으로 활용할 수 있는 롤플레잉 활용 기법을 도출하였다. User-centered design and Experience Design are emerging in the design area. Therefore, the Role-Playing Method has been actively utilized in the process of design development. But the terms of Role-Playing Method which follow these trends. has not been integrated. Further, it is hard to utilize the process of design development because the process method is not settled yet. Therefore, this study is into two parts of the research: Defining the concept of Role-Playing and the experiment of Role-Playing. Firstly, defining concept part is to research the design method corresponds to a wide range of Role-Playing that has a similar definition. After then, analyzed the examples of Role-Playing Methods which was derived matrix from Role-Playing classification. With this process, two axes of the matrix have been produced such as role·scenario and puppet. Through the analysis of the utility and vulnerability of the Role-Playing classification matrix, this study was able to propose the using step of the Role-Playing in the double diamond model. Secondly, two experiments were conducted in the experiment part. Through the pilot experiment explored the possibility of a study of the Role-Playing Method. In the second experiment, the process was conducted with Role-Playing classification matrix. As a result, each Role-Playing has different insights. In terms of design, different aspects of composing elements were found. Plus, in the position of the user, Role-Playing are can observe different parts of user`s cognition between acting and puppet. Thus, the role-playing was proven to be useful to find out the point of improvement and insight in service from different perspectives and it resulted in the role playing which can be utilized selectively according to the type of service.

롤플레잉 게임에서 유저의 사용동기에 영향을 미치는 융합적 서프라이즈 디자인 요소 관한 연구

양명,조동민 한국전시산업융합연구원 2023 한국과학예술융합학회 Vol.41 No.5

With the rapid development of science and technology in modern society, the development of the game industry is becoming more and more perfect. In the design of role-playing games, some conventional playing methods and fun settings have gradually been unable to continue to satisfy and affect players' enthusiasm and motivation for continuous use of the game. In order for game designers to better develop and create games and for players to get a richer sense of game experience in the game, this paper will explore and investigate the experience elements in the Surprise setting elements setting is to design that affect players' experience in role-playing games. What is it? First of all, in role-playing games, the Surprise setting elements setting is to bring players unconventional and unexpected positive experience content on the premise of conforming to players' cognition. Why is it in line with players' cognition? Because first of all, players are willing to experience something, and some of it needs to be familiar, and players are willing to accept and experience it, which is a motivation and premise. In addition, the novelty brought by providing new content is not necessarily a surprise. The setting of the game plot, the integration experience of the game and reality, the experience of game liberation, special tasks or reward and punishment mechanism, etc. Finally, the Surprise setting elements in the game emphasizes the positive result (non-process), and the final result needs to be surprise rather than shock, because experience needs a sense of security to a certain extent, which is a preference of the human brain for certainty. Otherwise, it will become the motivation for users to give up playing games continuously The subjects of this paper are 122 people who have experience in the game. The experiment of this study takes the users who have experience in playing role-playing games as the objects, and analyzes the factors that affect the users' motivation in the integrated surprise design elements of role-playing games through experiments. In Experiment 1, a questionnaire survey was conducted to extract the factors affecting users' motivation from the integrated surprise design elements of role-playing games. In the second experiment, the factors that affect user experience extracted from the first experiment are analyzed to verify its feasibility and reliability. Finally, SPSS factor analysis and result analysis show that there are five main factor groups: "game working mode setting", "game world view setting", "game world view setting", "time and space", "role identity" and "luck". This paper puts forward the factors that affect users' motivation in the integrated surprise design elements of role-playing games. By investigating and studying the integrated surprise design elements that affect the user experience and motivation in role-playing games, and extracting the integrated surprise design elements that affect the user experience in role-playing games, users are promoted and encouraged to actively explore various possibilities in role-playing games; Improve users' motivation and enthusiasm for role-playing - 218 - games, and put forward good suggestions and solutions to problems for the current game industry and developers. 현대 사회 과학 기술의 고속 발전에 따라, 게임 산업의 발전은 갈수록 완벽해지고 있다. 롤플레잉 게임(Role-Playing Game)의 디자인 중 일부 일반적인 플레이 방법과 재미 설정은 점차 더이상 유저(User)의 게임에 대한 적극성과 지속적인 사용 동기를 만족시키고 영향을 줄 수 없게 되었다. 게임 설계자가 더 나은 게임개발 창작 및 유저가 게임에서 더 풍부한 게임 체험을얻을 수 있도록 하기 위해, 본 논문은 롤플레잉 게임중 유저의 체험에 영향을 미치는 융합적 서프라이즈 디자인 요소(Surprise setting elements) 설정 안의 체험요소를 탐색하고 조사한다. 도대체 무엇인가?1) 먼저 롤플레잉 게임에서 융합적 서프라이즈 디자인요소 설정은 유저의 인식에 부합한다는 전제하에 유저에게 파격적이고 예상치 못한 순방향 체험을 가져다준다. 유저의 인식에 부합하는 것일까? 왜냐하면 먼저유저는 어떤 게임을 체험하기를 원하기 때문에, 이 게임의 일부가 익숙한 것을 필요로 하기 때문에, 유저는받아들이고 체험하기를 원하기 때문에, 이것은 하나의동기와 전제이다. 또한 새로운 콘텐츠가 주는 신선함이반드시 서프라이즈는 아니다. 기대했던 새로운 콘텐츠라면 새로움만 있을 뿐, 기대했던 것 이상의 새로운 콘텐츠는 융합적 서프라이즈 디자인 요소이다. 게임 스토리의 설정, 게임과 현실의 융합 체험, 게임 해방감 체험, 특수한 임무나 상벌 메커니즘 등.2) 마지막으로 게임에서 융합적 서프라이즈 디자인 요소는 순방향의 결과(비과정)를 강조한다. 최종 결과는 놀라움보다는 서프라이즈 이어야 한다. 왜냐하면 체험은어느 정도 안정감을 필요로 하기 때문이다, 그렇지 않으면 오히려 이용자가 지속적인 게임 진행을 포기하는동기가 될 수 있다. 본 논문은 조사 대상은 게임 체험이 있는 122명으로실험은 롤플레잉 게임 같은 게임을 해본 경험이 있는유저를 대상으로 삼아 롤플레잉 게임의 융합적 서프라이즈 디자인 요소에서 유저의 사용 동기에 영향을 미치는 요소들을 실험을 통해 분석하였다. 첫 번째 실험으로는 롤플레잉 게임의 융합적 서프라이즈 디자인 요소에서 유저의 사용 동기에 영향을 주는 요소를 추출하기위해 설문조사를 실시하였다. 두 번째 실험으로는 첫번째 실험에서 추출한 유저의 체험감에 영향을 주는 요소들에 대한 타당성과 신뢰성을 검증하기 위해 데이터요인 분석을 실시하였다. 마지막으로, SPSS 요인 분석과 결과 분석에 따르면 '게임 작동 방식 설정', '게임세계관 설정', '게임세계관 설정', '시간과 공간', '캐릭터인정', '운수' 등 5개의 주요 요인 그룹이다. 롤플레잉게임의 융합적 서프라이즈 디자인 요소에서 유저의사용동기에 영향을 미치는 요소들을 제안 한다. 롤플레잉게임에서 유저의 체험감과 사용 동기에 영향을 미치는융합적 서프라이즈 디자인 요소 를 조사 및 연구함으로써 롤플레잉 게임에서 유저의 체험감에 영향을 미치는융합적 서프라이즈 디자인 요소 추출을 통해 사용자가롤플레잉 게임에 존재하는 다양한 가능성을 능동적으로탐색하도록 촉진하고 장려하며, 롤플레잉 게임에 대한유저의 사용 동기와 적극성을 높이고, 현재 게임 산업과개발자에게 좋은 제안 및 문제 해결 방안을 제시한다.

역할학습 적용을 통한 국제거래법 실무교육

홍석모(Hong Seok Mo) 강원대학교 비교법학연구소 2009 江原法學 Vol.28 No.-

New law school system being introduced in Korea, many efforts has been made to apply new teaching methods to legal education other than traditional lecturing model. Many legal scholars are trying to apply various teaching methods such as socratic method, role playing, problem method and clinic in order to address complex needs of the new law school students. While many papers on new teaching methods are being introduced in the area of constitutional law, civil law, and criminal law, which are required courses, very few papers are published regarding new teaching method in the international business transaction law. In this paper, applicability of socratic method to teaching international business transaction law is examined, and role playing is proposed as an alternative of socratic method. Even though socratic method is well applicable in the American law schools, it seems not so suitable in the context of Korean culture. The success factors for socratic method are discussion culture, usable cases, and students' preparation. Korean students are not accustomed to discussion which is essential in the socratic method. We don't have enough number of long and detailed legal cases for classroom discussion. Another success factor for socratic method is student's full preparation for class. The first year students in the American law schools fully prepare the class because record of the first year is extremely important to get a summer internship and final job. Therefore, students cannot but follow the intimidating socratic method. However, under the Korean law school system, grade point is not important compared to the bar exam score. For these reasons socratic method is difficult to be successful in Korea. We have to search alternatives, and role playing seems pertinent in our circumstances. The detailed way how to apply role playing to international business transaction law is as follows: First, we need to design a typical scenario of international sale of goods between two companies in different countries. A team of two students is assigned as an attorney representing each company, and each team negotiates according to the terms and conditions provided by professor and finalizes an agreement in English. Professor gives two different set of contract terms to each student and guide them to negotiate to produce agreed terms and conditions. Another scenario of dispute between the two companies is designed. In order for students to practice international arbitration, students are divided into two groups and each group representing each company. Arbitration tribunal is organized with 3 students. One group prepares a complaint, and another group answers. Both group present oral arguments. During the role playing, professor delivers legal theories and discusses cases using socratic method to facilitate the role play. Lecturing, briefing and questioning will always have a place in teaching law, but there are ways to create more active participation that are useful complements. Role playing is a device to encourage students to take responsibility for their learning, to expand participation to larger numbers of students, and teach communication skills. Role playing often helps students decide if a legal career is something they should pursue. It is not easy to apply role playing to entire semester. 7 or 8 weeks among 15 weeks would be proper. Mixture of role playing with lecturing and socratic method would create dynamic classroom atmosphere. Research shows that students learn more by doing than listening. Role playing, which helps students perform the role of legal professionals in the classroom, is a future teaching method that will replace the intimidating socratic method.

The Efficiency of a Patient & Doctor Role-play as a Participatory Clinical Clerkship in Korean Dermatology Department

You-jin Chang,Seung-ug Hong 대한한의학회 2013 대한한의학회지 Vol.34 No.4

The Effects of Role-Playing Simulation Activities on the Improvement of EFL Students’ Business English Oral Communication

Suchada Tipmontree,Asama Tasanameelarp 아시아영어교육학회 2018 The Journal of Asia TEFL Vol.15 No.3

The current study investigated the effects of role-playing simulation activities in the improvement of 45 Thai EFL university students’ business English oral communication. Firstly, a pre-speaking test was administered in order to get data on the students’ business oral communication skills. After the completion of each unit, the participants were asked to perform role-playing simulations according to the given scenarios in the course. A post-speaking test was used at the end of the 15-week instructional period as well as a questionnaire that investigated the students’ attitudes towards activities. The results showed that the teaching method had positive effects on the improvement of students’ oral communication skills. Furthermore, there were statistically significant differences between the mean scores of the pre- and post-tests. The students improved most in acting confident, whereas problem solving appeared to be less successfully improved through these activities. The data gained from the questionnaire revealed the students’ positive attitudes towards learning through role-playing simulation activities. It is suggested that for more sustainably effective oral communication in business English contexts, teachers should give more sufficient practice with problem solving and fluency buildingnbuilding.

The Efficiency of a Patient & Doctor Role-play as a Participatory Clinical Clerkship in Korean Dermatology Department

장유진,홍승욱 대한한의학회 2013 대한한의학회지 Vol.34 No.4

Objectives: The purpose of this study was to evaluate the efficiency of patient and doctor role-play on participatory clinical clerkship by surveying student’s satisfaction and assessing the improvement of skill and consultation ability after conducting a role-play in a Korean dermatology department. Methods: In 2013, 79 seniors participated in the clinical clerkship of the dermatology department at the college of Korean medicine. Two students were randomly selected and paired up. After a brief instruction, one student played the role of doctor and the other took the role of patient. After finishing the 1st role-play, they swapped roles and conducted a 2nd role-play, using another clinical case. When the two role-plays were completed, the students filled in a questionnaire about their satisfaction with the role-play as clinical clerkship. Also, we compared the scores of the 1st role-play with those of the 2nd role-play measured by a medical resident to assess improvements of students’ skill and interview ability. Results: It appears that students’ satisfaction with the role-play was quite high, considering that the overall mean score of the questionnaire was 4.30. According to the result of a t-test on 15 assessment questions, the 2nd role-play had a higher mean score than the 1st role-play in 12 questions, though this difference was not statistically significant. Conclusions: These results demonstrate that role-play is helpful to improve students’ satisfaction and clinical performance ability in clinical clerkship. Further research and continuous development are necessary for better clinical clerkship.

The Efficiency of a Patient & Doctor Role-play as a Participatory Clinical Clerkship in Korean Dermatology Department

Chang, You-Jin,Hong, Seung-Ug The Society of Korean Medicine 2013 대한한의학회지 Vol.34 No.4

Objectives: The purpose of this study was to evaluate the efficiency of patient and doctor role-play on participatory clinical clerkship by surveying student's satisfaction and assessing the improvement of skill and consultation ability after conducting a role-play in a Korean dermatology department. Methods: In 2013, 79 seniors participated in the clinical clerkship of the dermatology department at the college of Korean medicine. Two students were randomly selected and paired up. After a brief instruction, one student played the role of doctor and the other took the role of patient. After finishing the $1^{st}$ role-play, they swapped roles and conducted a $2^{nd}$ role-play, using another clinical case. When the two role-plays were completed, the students filled in a questionnaire about their satisfaction with the role-play as clinical clerkship. Also, we compared the scores of the $1^{st}$ role-play with those of the $2^{nd}$ role-play measured by a medical resident to assess improvements of students' skill and interview ability. Results: It appears that students' satisfaction with the role-play was quite high, considering that the overall mean score of the questionnaire was 4.30. According to the result of a t-test on 15 assessment questions, the $2^{nd}$ role-play had a higher mean score than the $1^{st}$ role-play in 12 questions, though this difference was not statistically significant. Conclusions: These results demonstrate that role-play is helpful to improve students' satisfaction and clinical performance ability in clinical clerkship. Further research and continuous development are necessary for better clinical clerkship.

만 4세 슬기반 역할놀이 활성화를 위한 참여적 실행연구

박선영,이은영 한국영유아교원교육학회 2019 유아교육학논집 Vol.23 No.4

The study aims to explore means of activating role-play in the classroom and to analyze changes among teachers and children during that process via participatory action research. For this study, a spiral circulation process model created by Kemmis and McTaggart (2005) was applied twice from May 7 to October 19, 2018. Data such as non-participant observation, interviews, discussion, the teacher’s reflective journals, photos, video recording, and lesson plans were collected and analyzed. The results of this study are as follows. First, role-playing in the Seulgi classroom for 4-year-olds had several problems such as non-participation, difficulty in choosing a play theme, returning to familiar play, and a fixed role-playing environment. Based on these problems, the first stage of action research aimed to understand the teacher’s role play strategy, to craft a role-playing activity based on the direct and concrete experiences of young children, and to rearrange the environment according to themes. However, other problem were discovered in the reflection process, hence the second activity focused on encouraging child-centered role-playing, evaluating their role-play experiences, and encouraging boys' participation. Second, according to teacher’s and children’s changes during the research process, teachers showed a positive change in their understanding of role-play, teaching competency, and belief in the capabilities of 4-year-old children. On the other hand, young children showed increased interest and participation in role-playing, improved problem solving ability, self-expression, initiative, and expanded awareness of role play. This study yields significant practical solution for teachers who are having difficulties with implementing effective role-play in their classrooms and can provide a means to make meaningful changes in teaching methods. 본 연구는 참여적 실행연구방법을 적용하여 역할놀이 운영의 문제점을 토대로 역할놀이를 활성화하기 위한 방안을 모색하고, 실행 과정에서의 교사와 유아의 변화를 탐색하는 데 목적이 있다. 이를 위해 2018년 5월 7일부터 10월 19일까지 Kemmis와 McTaggart(2005)의 나선형적 순환과정 모형을 두 차례에 걸쳐 적용하였다. 비참여관찰, 심층면담 및 협의, 교사저널, 사진 및 동영상, 교육계획안 등의 자료를 수집하고 분석하였다. 먼저, 만 4세 슬기반에서 관찰된 역할놀이는 역할놀이가 아닌 역할놀이, 놀이 주제 선정의 어려움, 익숙한 놀이로의 회귀, 고정된 역할놀이 환경의 측면에서 문제점이 드러났다. 이에 1차 실행방안으로 교사의 역할놀이에 대한 이해 도모, 유아의 직접적이고 구체적인 경험에 기반한 역할놀이 전개, 놀이주제에 맞는 환경구성을 계획하고 실행에 옮겼다. 1차 성찰에서 또 다른 문제가 제기되어 유아가 주도하는 역할놀이, 역할놀이에 대한 평가 실시, 남아의 역할놀이 참여 격려라는 계획에 따라 2차 실행이 이루어졌다. 다음으로 실행과정에서의 교사와 유아의 변화가 나타났다. 교사는 역할놀이에 대한 명확한 이해 도모, 역할놀이 운영을 위한 교수역량 증진과 만 4세 유아들에 대한 신념에서 긍정적인 변화가 나타났다. 한편, 유아는 역할놀이에 대한 흥미와 참여도 증가, 문제해결력 증진, 자기표현력과 주도성 향상, 역할놀이에 대한 인식 확장이 일어났다. 본 연구는 유아교육현장에서 역할놀이 운영에 어려움을 겪고 있는 교사에게 구체적인 해결 방안을 제안하고, 실제 변화를 이끌었다는 점에서 의의가 있다.

역할놀이 지도가 정신지체아동의 언어능력에 미치는 효과

인정실(Inn Jeong-Sil),박은실(Park Eun-Sil) 한국재활과학회 2007 難聽과 言語障碍 Vol.30 No.1

  The study is a case study tested leading language as using a grogram of role plying to three mentally handicapped children having a lack of expressive language skills, having a difficulty of question, not achieving role play alone.<BR>  The role playing program testing, this study, choosing three subjects of playing house, playing a market, playing a hospital, re-organizes needed situation and the subjects were progressed four steps, that is understanding situation, preparing, role playing and arranging.<BR>  The following is the result of study :<BR>  First, I can recognize that role plating is effective to mental handicapped children’s setting up imitation as the effect of children"s setting up sentence imitation, they used simple words such in the basic step. as “milk”, “give” in the disciplining step, they set up two more words.<BR>  Second, leading a role playing improved the effect of children’s understanding situation and question through understanding and arranging except role playing.<BR>  To analyse ability of understanding of children before and after training of role playing.<BR>  I’m suggesting a few things based on method.<BR>  Though it is necessary to have diversity pastels and environmental composition,<BR>  To understand children’s conditions if you use multiplo media and materials I think that the using of diversity materials can furnish a linguistic incitement.

초등학교에서 역할놀이의 도덕교육적 의미 연구

곽영근(Young Kuen Kwak) 학습자중심교과교육학회 2023 학습자중심교과교육연구 Vol.23 No.4

목적 본 연구는 초등학교에서 역할놀이의 도덕교육적 의미를 실존적 접근과 암묵적 차원을 중심으로 찾는 데 목적이 있다. 방법 이를 위해 도덕과교육에서 제시되고 있는 역할놀이에 대해 알아보고 실제로 적용할 수 있는 예시를 보여주고자 한다. 또한 도덕과교육에서 표현하지 못하는 생활을 통한 삶의 영역에서 역할놀이의 도덕적 의미를 찾아보고자 한다. 이때, 도덕과 교육과정과 교과서, 지도서에서 표현되고 있는 역할놀이의 교과교육적 의도를 파악하고자 하며, 삶의 영역에서 문화인류학적, 사회학적, 특히 철학적 접근을 통해 조명되지 못한 내용을 발견하고자 한다. 결과 도덕과교육과 그 이외의 삶의 영역에서 역할놀이는 중요하게 이해되고 있다. 도덕과교육에서 역할놀이 수업모형은 주요 교수⋅학습방법으로 제시되고 있으며 다양한 상황에 적용되어 도덕교과교육적으로 의미가 있다. 더불어 인간의 삶 속에서 놀이와 재현은 중요한 의미를 담고 있는데, 특히 교사와 학생의 실존적이며 암묵적인 차원의 역할놀이의 의미는 도덕교육적으로 주요하게 관심을 가져야 할 필요가 있다. 놀이는 실존적 접근을 가능하게 해줄 수 있으며, 교사 역할에 대한 학생의 재현은 암묵적인 차원에서 이루어지고 있기 때문이다. 결론 교사는 도덕과교육뿐만 아니라 삶의 영역에서 역할놀이에 참여하고 있는 자신과 학생에 대해 이해해야 하며 도덕교육 전반에서 역할놀이의 의미를 되새겨 보아야 할 것이다. 이를 통해 역할놀이에 대한 교과교육적 접근뿐만 아니라 실존적 접근과 암묵적 차원을 이해하여 실천할 때 보다 나은 도덕교육이 이루어질 것이다. Objectives The purpose of this study is to find the moral educational meaning of role play in elementary school, focusing on the existential approach and implicit dimension. Methods To this end, it tries to find out about the role play presented in moral subject education and to show examples that can be applied in practice. Also, It seeks to find the moral meaning of role play in the realm of life that has not been expressed in moral subject education. At this time, it tries to grasp the curricular educational intention of the role play expressed in the moral curriculum, textbooks, and guidebooks. It seeks to discover what has not been illuminated through cultural anthropological, sociological, and especially philosophical approaches in the realm of life. Results Role play is understood as important in moral subject education and other areas of life. In moral subject education, the role play class model is presented as a major teaching and learning method, and it is applied to various situations and is meaningful in terms of moral subject education. In addition, play and representation have important meanings in human life, and in particular, the meaning of role play in the existential and implicit dimension of teachers and students needs to be of primary interest in terms of moral education. This is because play can enable an existential approach, and the student's representation of the teacher's role is being made at an implicit dimension. Conclusions Teachers should understand themselves and their students who participate in role play in the realm of life as well as moral subject education, and should reflect on the meaning of role play in moral education as a whole. Through this, better moral education will be achieved when understanding and practicing the existential approach and implicit dimension as well as the subject educational approach to role play.