DOI QR코드

DOI QR Code

초등학생의 에너지 절약 실천을 위한 교육용 Game Design 연구

A Study on the Educational Game Design for Practicing Energy Saving in Elementary School Students

  • 박현주 (상명대학교 공과대학 스마트정보통신공학과)
  • Park, Hyun-Joo (Department of Smart Information and Communication Engineering, Sang Myung University)
  • 투고 : 2019.03.07
  • 심사 : 2019.05.20
  • 발행 : 2019.05.28

초록

에너지 절약은 자원의 부족 및 한정성으로 그 중요성이 더욱 증가 하고 있는데 반해 교육 현장에서 에너지 절약에 대한 학습 현황은 부족한 실정이다. 특히 초등교육에서 에너지 절약에 관한 교육은 실천으로 연결되지 못하여 교육 효과가 미흡한 것으로 나타났다. 학습 도구로 여러 가지가 활용되고 있지만 해외 산업분야에서 에너지 절약을 위한 게임화 전략의 성공 사례가 다수 소개 되고 있음에 착안하여 에너지 관련 교육을 게임을 통해 할 수 있도록 게임 디자인을 제안한다. 에너지 절약은 실천을 하지 않으면 효과를 볼 수 없기 때문에 교실에서의 지식 전달 위주의 학습보다 게임을 도구로 활용한 학습이 효과가 높을 것으로 기대 된다. 에너지 절약 교육용 게임을 디자인하기 위해 선행 연구에서 제안된 교육용 게임의 재미 요소인 미션수행 요소, 점수 획득 요소, 시간제한 요소, 캐릭터 요소를 활용하여 교육용 디펜스 게임을 디자인하였다.

Energy saving is becoming more and more important issue due to lack of resources and limited nature. However, There is a lack of learning status on energy saving in the school field. In particular, in elementary education on energy saving was not linked to practice, and the educational effect was insufficient. Although various kinds of learning tools are utilized, many successful cases of energy saving game strategy are introduced in overseas industry field, and game design is proposed so that energy related education can be played through games. Because energy conservation can not be effective without practice, learning using games as a tool is expected to be more effective than learning based on knowledge transfer in the classroom. We propose a defense game for energy conservation education by using the mission elements, score acquisition element, time limit element, and character element which are the interesting elements of the game designed in the previous research.

키워드

JKOHBZ_2019_v9n5_14_f0001.png 이미지

Fig. 1. Game Flowchart

Table 1. A Study on the Presentation of the Content System in Energy for Elementary Students, 2009 revised

JKOHBZ_2019_v9n5_14_t0001.png 이미지

Table 3. Performance of Model School for Energy Education by Year, www.energy.or.kr

JKOHBZ_2019_v9n5_14_t0002.png 이미지

Table 2. Educational Objectives of Energy

JKOHBZ_2019_v9n5_14_t0003.png 이미지

Table 4. Comparison of Game

JKOHBZ_2019_v9n5_14_t0004.png 이미지

Table 5. Description of game Character

JKOHBZ_2019_v9n5_14_t0005.png 이미지

Table 6. Tips on Energy Saving

JKOHBZ_2019_v9n5_14_t0006.png 이미지

Table 7. Game Screen Description

JKOHBZ_2019_v9n5_14_t0007.png 이미지

참고문헌

  1. D. H. Lim. (2011). Field study on revitalization of energy saving education in elementary school.
  2. J. H. Jung. (2016). A Study on the Actual Condition of Energy Saving Education in Educational University Students. Journal of Practical Education in Korea.
  3. D. H. Kim and 1,(2008) A Study on the Actual Condition of Energy Saving Education in Elementary School. Primary Education Research Editorial General.
  4. Y. S. Jeon. (2014). The contents of energy education contents presented in elementary school curriculum and textbook. Energy climate change school, 4(1), 23-34.
  5. D. H. Choi, T. Y. Park, K. I. No & Y. A. Shon. (2001). Survey on energy conservation education in elementary schools. Environmental Education, 14(1), 145-165.
  6. Energy Economics Research Institute. (2015). Energy educational material.
  7. Energy Management Corporation. (2018). Energy Saving future-generation education.
  8. World Energy Market Insight. (2015). Examples of application of game strategy for energy conservation and implications, 14-43.
  9. Effects of educational games. (2005). Kangwon National University Nuri Cultural Contents Training Project.
  10. H. W. Jung. (2004). Analysis and study of Mini elements for educational games.
  11. J. W. Seok. (Monthly App Story). http://monthly.appstory.co.kr/plan1280
  12. S. R. Jo. (2011). The effect of Web-based energy saving education on elementary school students' self-directed learning ability.
  13. https://www.gamemeca.com/view.php?gid=47481
  14. G. Koutromanos, A. Sofos & L. Avraamidou. (2015). The use of augmented reality games in education: A review of the literature. Educational Media International, 52(4), 253-271. https://doi.org/10.1080/09523987.2015.1125988
  15. Ministry of Culture, Sports and Tourism. (2006). Definition of educational games
  16. H. W. Jeong. (2004). Analysis of Game Elements for Educational Games, 66-67.
  17. B. Schmitz, R. Klemke & M. Specht. (2012). An Analysis of the Educational Potential of Augmented Reality Games for Learning. Proceedings of the 11th World Conference on Mobile and Contextual Learning, Helsinki, Finland, 140-147.
  18. J. I. Kim. (2019). Intelligent Vocabulary Recommendation Agent for Educational Mobile Augmented Reality Games. Journal of Convergence for Information Technology, 9(2), 108-114. https://doi.org/10.22156/CS4SMB.2019.9.2.108
  19. T. Y. Liu & Y. L. Chu. (2010). Using ubiquitous games in an English listening and speaking course: Impact on learning outcomes and motivation. Computers & Education, 55(2), 630-643. https://doi.org/10.1016/j.compedu.2010.02.023
  20. T. Winkler, M. Ide-Schoening & M. Herczeg. (2008b). Mobile Co-operative Game-based Learning with Moles: Time Travelers in Medieval Ages. In K. Mc Ferrin, R. Weber, R. Carlsen, & D. A. Willis (Eds.). Proceedings of SITE, 3441-3449. Chesapeak, VA: AACE.
  21. N. E. Kim & Y. R. Kim. (2018) The Effect of Dynamic Balance on Cyber Motion Sickness of Full Immersion Virtual Reality. Journal of Convergence for Information Technology, 8(1), 131-138. https://doi.org/10.22156/CS4SMB.2018.8.1.131
  22. Y. M. Kwon. (2019) Research on the Development of NCS-based Game Curriculum Focused on the Game Contents Dept. of Kimpo Univ. Journal of Digital Convergence, 17(2), 381-387. https://doi.org/10.14400/JDC.2019.17.2.381