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Effects of VR based Intervention on Daily Living Skills and Class Attitudes of Students with Intellectual Disabilities

가상현실 기반 중재가 지적장애학생의 일상생활 기술 및 수업태도에 미치는 효과

  • Lee, Tae-Su (Division of Special Education, Chonnam National University)
  • Received : 2020.12.22
  • Accepted : 2021.02.20
  • Published : 2021.02.28

Abstract

The purpose of this study were to analyze effects of VR-based intervention on daily living skills and class attitudes of students with intellectual disabilities. To do this, 30 students with intellectual disabilities in the second and third grades of middle school were selected for this study and placed three group. A group took part in a class using only VR program, B group participated in experience activities program, and C group got in the intervention program that combine VR program and experience activities on daily living skills. Intervention programs were conducted 4 times in a week for 4 weeks from the fourth week of July to the third week of August and a class time of each class was 50 minutes. Evaluations were carried out in pre- and post-test. The Evaluation data were analyzed by One-way ANOVA and scheffe'. In Result of study, daily living skills of C group was improved more higher than other groups and class attitudes of C group was improved more higher than group B. These results showed that the intervention combining VR program and direct experience activities was more effective than the other methods.

이 연구의 목적은 가상현실 기반 중재가 지적장애 학생의 일상생활 기술과 수업태도에 미치는 영향을 파악하는 것이었다. 전남지역에 거주하는 중학교 2-3학년 지적장애학생 30명을 연구대상으로 선정하였고, 중재방법에 따라 세 집단으로 배치하였다. A집단은 가상현실 프로그램을 이용하는 중재, B집단은 직접 체험 활동을 중심으로 하는 중재, C집단은 가상현실 프로그램과 직접 체험 활동을 결합한 중재에 참여하였다. 중재는 7월 4주부터 8월 3주까지 4주 동안 진행되었고, 일주일에 4회씩 총 16회기의 중재가 이루어졌다. 평가는 사전 평가와 사후 평가를 실시하였다. 수집된 자료는 일원분산분석으로 분석하였고, 사후 분석으로는 scheffe'를 사용하였다. 연구 결과, C집단이 A집단과 B집단보다 일상생활 기술을 유의미하게 향상시켰고, C집단은 B집단보다 수업태도를 유의미하게 향상시켰다. 이를 통해 가상현실 프로그램과 체험활동을 결합한 중재가 일상생활 기술 및 수업태도를 향상시킬 수 있는 효과적인 방법 중에 하나라는 것을 확인하였다.

Keywords

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