가정과교육에서 메타버스 활용 수업에 대한 교사의 관심 단계와 실행 수준에 대한 연구

김예림,채정현,Kim, Ye Lim,Chae, Jung Hyun 대한가정학회 2022 Human Ecology Research(HER) Vol.60 No.3

The purpose of this study was to identify a support method for the introduction of metaverse-based classes (MBC) in home economics (HE) education. This was achieved by diagnosing the stages of concern and levels of use exhibited by HE teachers applying the concerns-based adoption model (CBAM). Questionnaires were sent to a convenience sample of middle- and high-school HE teachers using the KSDC (Korea Social Science Data Center). Overall, 271 responses were received, and the data were analyzed using KSDC E-STAT 3.0 and SPSS 28.0.1.1. The results were as follows: First, regarding the level of knowledge of MBC, the introductory level was the most common (139 respondents, 51.3%,), followed by the beginner level (81, 29.9%), the intermediate level (28, 10.3%,), the advanced level (12, 4.4%), and the master level (11, 4.1%). Average responses on a 5-point Likert scale to questions about the use of metaverse in HE classes were as follows: possibility (4.02), necessity (3.82), and usefulness (3.90). Second, HE teachers' stages of concern in MBC were as follows (in descending order): unconcerned - stage 0, and information - stage 1 (86.9), personal - stage 2 (85.6), management - stage 3 (80.9), collaboration - stage 5 (57.5), consequence - stage 4 (57.4), and refocusing - stage 6 (55.2). Third, the use of MBC was highest for orientation - level 1 (173 respondents, 63.8%), followed by non-use - level 0 (34, 12.5%), preparation - level 2 (29, 10.7%), mechanical - level 3 (15, 5.5%), refinement - level 5 (8, 3.0%), renewal - level 7 (8, 3.0%), routine - level 4 (3, 1.1%), and integration - level 6 (1, 0.4%). Many HE teachers had heard about MBC but were in the introductory level of not knowing what it is, and at the stage of being unconcerned or wanting to know about MBC. Of the 271 respondents, only 35 used metaverse in classes. Therefore, it is necessary to provide teacher training opportunities that provide basic information on the significance and implementation of MBC for HE teachers. Also, an MBC guideline book should be developed and distributed to HE teachers. Finally, a teacher community meeting is needed to share the expertise of teachers with substantial experience in using MBC.

메타버스 기반 한국어교육의 방향성 연구

장미정,박진욱,노정은,안정호,손혜진 민족어문학회 2023 어문논집 Vol.- No.99

This study examined the background and characteristics of metaverse-based education with the aim of presenting the direction of metaverse-based Korean language education, and based on this, suggested issues to be considered for effective metaverse-based Korean language education. In recent years, metaverse-based Korean language education research has been conducted in earnest, but most studies have shown limitations in that they propose a method of combining with metaverse at a level that follows the framework of existing offline classes to some extent. Classes should be designed in a way that maximizes the spatiality and non-face-to-face of metaverse, rather than transferring the possible class model to the metaverse space. Accordingly, this study presented where the goal of metaverse-based Korean language education should be, what the components of the Korean language education content system on the metaverse platform should be differentiated, how to design a metaverse class model based on learner’ autonomy, and when to evaluate it.

가정과교육에서 메타버스 활용 수업에 대한 교사의 관심 단계와 실행 수준에 대한 연구

김예림,채정현 대한가정학회 2022 Human Ecology Research(HER) Vol.60 No.3

The purpose of this study was to identify a support method for the introduction of metaverse-based classes (MBC) in home economics (HE) education. This was achieved by diagnosing the stages of concern and levels of use exhibited by HE teachers applying the concerns-based adoption model (CBAM). Questionnaires were sent to a convenience sample of middle- and high-school HE teachers using the KSDC (Korea Social Science Data Center). Overall, 271 responses were received, and the data were analyzed using KSDC E-STAT 3.0 and SPSS 28.0.1.1. The results were as follows: First, regarding the level of knowledge of MBC, the introductory level was the most common (139 respondents, 51.3%,), followed by the beginner level (81, 29.9%), the intermediate level (28, 10.3%,), the advanced level (12, 4.4%), and the master level (11, 4.1%). Average responses on a 5-point Likert scale to questions about the use of metaverse in HE classes were as follows: possibility (4.02), necessity (3.82), and usefulness (3.90). Second, HE teachers' stages of concern in MBC were as follows (in descending order): unconcerned - stage 0, and information - stage 1 (86.9), personal - stage 2 (85.6), management - stage 3 (80.9), collaboration - stage 5 (57.5), consequence - stage 4 (57.4), and refocusing - stage 6 (55.2). Third, the use of MBC was highest for orientation - level 1 (173 respondents, 63.8%), followed by non-use - level 0 (34, 12.5%), preparation - level 2 (29, 10.7%), mechanical - level 3 (15, 5.5%), refinement - level 5 (8, 3.0%), renewal - level 7 (8, 3.0%), routine - level 4 (3, 1.1%), and integration - level 6 (1, 0.4%). Many HE teachers had heard about MBC but were in the introductory level of not knowing what it is, and at the stage of being unconcerned or wanting to know about MBC. Of the 271 respondents, only 35 used metaverse in classes. Therefore, it is necessary to provide teacher training opportunities that provide basic information on the significance and implementation of MBC for HE teachers. Also, an MBC guideline book should be developed and distributed to HE teachers. Finally, a teacher community meeting is needed to share the expertise of teachers with substantial experience in using MBC.

게더타운(Gather.town)을 활용한 유학생 대상 한국어 발표 수업 사례 연구: 문제중심학습(PBL) 기반으로

이화실,양휘원,정채윤 학습자중심교과교육학회 2022 학습자중심교과교육연구 Vol.22 No.17

Objectives The purpose of this study is to present a presentation class using PBL in the Gather.town environment for intermediate academic purpose learners and to propose the educational applicability of the Gather.town environment. Methods For this purpose, the established PBL was reorganized into problem presentation-problem solvingpresentation and evaluation stages to suit presentation classes in Gather.town environment, and a Gather.town map was designed, and 18 international students currently attending Korean universities and graduate schools were recruited. A total of eight classes were conducted for two weeks. A questionnaire was organized with questions about the presentation class and the class in the Gather.town environment, and a questionnaire was conducted for learners participating in the class afterward. All of the questions in the survey were answered on a Likert scale except for the last question. Results As a result of the survey, motivation, upturn of reality, and increase in interaction were derived as the advantages of classes using Gather.town. In particular, it was confirmed that interest in the ‘presentation’ class and self-efficacy can be promoted in the process of solving problems through cooperative activities in classes to improve presentation skills. Conclusions This study is meaningful in that it suggested the possibility of applying the Metaverse’ Korean education, a new educational environment, by designing and applying classes centered on the problem-solving process of “presentation” that international students face difficulties in using Gather.town. According to this study, it is expected that various educational attempts for international students based on the Metaverse environment will be expanded. 목적 본 연구는 중급 학문 목적 학습자를 대상으로 게더타운 환경에서의 PBL을 활용한 발표 수업 사례를 제시하여 게더타운 환경의교육적 활용 가능성을 제안하는 데 그 목적이 있다. 방법 이를 위하여 게더타운 환경에서의 발표 수업에 적합하도록 기존 PBL을 문제 제시 단계-문제 해결 단계-발표 및 평가 단계로재구성하여 게더타운 맵을 설계한 후 현재 한국 소재 대학 및 대학원에 재학 중인 유학생 18명을 모집하였다. 2주간 총 8차시의 수업을 진행하고, 발표 수업 부분과 게더타운 환경에서의 수업 부분에 대한 질문으로 설문 문항을 구성하여 수업 참여 학습자들을 대상으로 사후 설문 조사를 실시하였다. 설문 조사의 문항들은 마지막 문항을 제외하고 모두 리커트 척도로 응답하게 하였다. 결과 조사 결과 게더타운을 활용한 수업의 장점으로 흥미와 동기 유발, 실재감 강화, 상호작용 증가를 도출하였다. 특히 협력 활동을기반으로 한 게더타운 환경에서의 수업을 통해 흥미와 몰입도, 실재감을 높일 수 있다는 점에서 게더타운 환경이 발표 능력 향상에도움이 될 수 있다는 결과를 도출하였다. 결론 본고는 메타버스 플랫폼 중 게더타운을 활용하여 유학생들이 어려움을 겪는 ‘발표하기’ 문제 해결 과정을 중심으로 수업을 설계하고 이를 실제 수업에 적용해 봄으로써 새로운 교육 환경인 메타버스의 한국어 교육 적용 가능성을 제시하였다는 데 의의가 있다. 본 연구를 통해 메타버스 환경을 바탕으로 한 유학생 대상의 다양한 교육적 시도가 확산되기를 기대한다.

메타버스로 구현한 미술과 가상교실 프로토타입 개발연구 : 모질라 허브를 활용한 미술과 가상교실 설계·개발을 중심으로

조안나(Jo, An Na) 한국미술교육학회 2021 美術敎育論叢 Vol.35 No.4

본 연구는 메타버스로 미술과 가상교실 프로토타입을 설계·개발함으로써, 2022개정교육과정에서 강조되는 디지털 기반 교육과 미술교육의 방향을 탐색해보고, 메타버스를 활용한 미술수업을 제안하고자 하는 연구이다. 본 연구에서 미술과 가상교실 프로토타입을 개발하기 위해 사용한 메타버스 플랫폼은 모질라 허브(Mozilla Hubs)이며, 2021년 4월부터 7월까지 총 4개월동안 설계·개발을 진행하였다. 프로토타입 1차 개발 후 테스트 및 수정을 거쳐 완성한 최종 미술과 가상교실 프로토타입의 학습 공간은 ‘메인홀, 전시실, 교수·학습실, 모둠활동실’의 네 공간으로 구분된다. 각각의 공간은 교사의 강의수업, 학생들의 탐색활동, 모둠활동실의 표현활동, 전시실의 작품 전시까지 유기적인 연계성을 갖을 수 있도록 구현하였으며, 각각의 공간은 개별 공간으로도 활용이 가능하다. 메타버스를 활용한 미술과 가상교실 활용방안으로는 모질라 허브의 ‘퀄트(Quilt)를 활용한 아바타 디자인’, ‘3D 모델링 프로그램을 사용한 아바타 제작’ 수업과 가상교실의 공간 자체를 표현활동의 공간으로 활용하는 ‘미술가의 방’ 표현 수업이다. 본 연구의 ’메타버스를 활용한 미술과 가상교실 프로토타입‘은 코로나19로 인해 가속화된 ’디지털 대 전환의 시대’와 2022개정 교육과정의 ‘디지털 기반 교육’을 대비하기 위한 미술교과의 새로운 대안적 공간으로서의 시도이다. This study is to explore the direction of digital-based education and art education emphasized in the 2022 revised curriculum by designing and developing an art and virtual classroom prototype using the metaverse, and to suggest art classes using the metaverse. The metaverse platform used to develop art and virtual classroom prototypes in this study is Mozilla Hubs, and it was designed and developed for a total of 4 months from April to July 2021. The learning space of the final art and virtual classroom prototype completed through testing and modification after the first development of the prototype is divided into four spaces: main hall, exhibition room, teaching and learning room, and group activity room. Each space is implemented to have an organic connection from teachers lecture classes, students exploration activities, expression activities in the group activity room, and exhibition of works in the exhibition room, and each space can also be used as an individual space. Methods to utilize art and virtual classes using Metabus include Mozilla Hub s Avatar Design Using Quilt, Making Avatar Using 3D Modeling Program, and Artist s Room expression classes that utilize the space itself as a space for expression activities.The Art and Virtual Class Prototype Using Metabus in this study is an attempt as a new alternative space for art subjects to prepare for the era of digital transformation accelerated by COVID-19 and the digital-based education of the 2022 revised curriculum.