• The Bulletin of The Korean Astronomical Society
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• v.36 no.1
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• pp.79.1-79.1
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• 2011

비형식교육의 장인 과학관은 전시물과 그 전시물을 설명한 판넬 등을 통하여 교육적 기능을 담당한다. 비형식 교육의 중요성 때문에, 과학관 전시는 전시물과 내용이 관람자와 교감하고 상호작용해야 할 뿐만 아니라 관람자에게 설득적으로 구성될 필요가 있으며, 하나의 공간에서 학습과 휴식이 어우러지면서 즐거움을 제공할 수 있어야한다. 이러한 과학관 전시의 요구사항을 충족시키기 위하여 가장 우선적으로 도입할 수 있는 방법이 스토리텔링이다. 스토리텔링은 '이야기하다'로서 관람객들에게 흥미 유발의 기능을 가지며, 그 효과가 단순 나열식보다 훨씬 크다. 하지만 스토리텔링기법에도 지식과 정보량에 있어서는 단점이 있다. 이것을 보완하기 위한 한 방법으로 전시물 설명에 논증 기법의 도입이 대두되고 있다. 즉, 거시적인 관점에서는 스토리텔링을 이용한 하나의 스토리를 도입하는 한편, 미시적인 관점에서는 논증의 구조를 따른 설명문을 이용한다면, 관람객들에게 흥미와 함께 지식과 정보를 모두 줄 수 있다. 이 연구에서는 논증과 스토리텔링의 조화된 결합을 통해 과학관의 전시를 재배열하는 작업을 수행하였다. 거시적인 관점과 미시적인 관점에서의 점검기준으로 영국의 자연사 박물관과 국립과천과학관 자연사관 우주와 지구관의 전시물의 구조를 분석 하였다. 그 결과 영국의 자연사 박물관과는 달리 국립과천과학관의 전시물은 스토리 내용, 설명문의 내용, 체험위주의 전시물이 부족하였다. 따라서 현 과천과학관의 전시물에 대해 스토리텔링과 Booth 등(2008)과 Lawson(2003)의 논증과의 조화를 도입하는 것이 바람직하다.

• Proceedings of the Korea Water Resources Association Conference
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• 2012.05a
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• pp.751-754
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• 2012

에듀테인먼트는 교육(education)과 오락(entertainment)의 합성어이다. 교육적인 내용을 놀이와 접목시킨 것을 말한다. 최근 하천개발은 치수적인 면에 개발과정을 넘어서 친수적인 면, 환경적인 면을 부각시켜 보다 질높은 삶을 살아가는 방향으로 발전하고 있다. 치수사업에 있어서도 과거의 제방중심의 사업에서 보다 다양하고 진보된 대책의 개발과 적용이 이루어지고 있다. 이러한 치수적인 안정을 기반으로 친수적인 면이 부각되면서 보다 접근성이 용이하고, 친수적인 하천의 개발이 지속적으로 이루어지고 있다. 최근의 지역축제로 성공적인 하천 축제로 강원도 양양군 연어축제(남대천), 경상북도 봉화은어축제(내성천)등이 있다. 이러한 축제들은 주요내용이 물고기를 잡는 체험과 관계기관의 적극적인 참여와 관리로 전국의 관광객들이 찾는 축제로 발전하고 있다. 일반적으로 이러한 축제들은 대상어종에 대해 설명하고 있으며, 물고기를 잡는 체험으로 진행되고 하천에 대한 스토리를 접목시키지만, 하천변 개발로 이루어지는 것은 부족한 실정이다. 본 연구에서는 하천개발에 있어 다양한 소재를 접목시켜 친수적 하천개발에 교육적 요소를 결합하여 스토리 텔링기법으로 하천을 개발하는 방안을 제안하였다.

• Journal of Korea Game Society
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• v.19 no.1
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• pp.37-46
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• 2019

As the development of IT technology and Web services have changed recently, education environment combined with high-tech digital content is becoming a new trend with the demands of educational consumers. In Korea, however, there is no systematic discussion on the issue, and there is not enough evidence to verify the effectiveness of the research. Therefore, we will systematically analyze the educational effects of Digital Storytelling to create an educational environment that meets the new horizon of intelligent web and personalized service provision in the Web3.0 era, In this study, 12 domestic experimental studies that verify the educational effects of digital storytelling were systematically analyzed, compared with overseas cases, and proposed development plans in the Web3.0 era.

• Journal of Digital Convergence
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• v.10 no.3
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• pp.251-263
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• 2012

Edutainment refers to the form of entertainment designed to educate as well as to amuse. It typically seeks to instruct its audience by embedding messages or educational contents in some familiar form of entertainment such as computer games, films, websites, multimedia software, etc. The purpose of this study is to identify the determinants of attitude toward online game-based edutainment. This study proposes the attitude, fun, usefulness, social interaction, challenge, and educational story as major research variables, and collected the survey responses from game players having experiences with online game-based edutainment. Factor analysis confirmed that 19 questions can be categorized into 6 factors : attitude, fun, usefulness, social interaction, challenge, and educational story. Regression analysis shows that fun, usefulness and educational story significantly and directly affect the attitude toward these edutainment games, and that educational story influences the level of usefulness. In addition, challenge and social interaction were found to have significant impact on fun. In conclusion, the wider implications of the findings for utilizing online game-based edutainment are provided.

• Journal of Christian Education in Korea
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• v.70
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• pp.267-302
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• 2022

Digital transformation, which is accelerating in each area of society due to the COVID-19 pandemic, is also having a profound effect on Christian education. A representative example of digital transformation is the emergence of a digital world called the metaverse. This study understands the metaverse as an expanded space for Christian education and explores digital storytelling as a method for faith formation. It is argued that the characteristics of digital storytelling through metaverse spaces are characterized by interactivity, agency, audiovisuality, sociality, and openness, and that modification through Christian educational frames is necessary in order for this approach to be appropriated to Christian educational practice. To this end, this study examines Anne Wimberly's story-linking approach, and Mary Hess' approach on digital storytelling, which is understood as a way of faith formation for the liberation and Christian vocation through storytelling in a digital space, focusing on authority, authenticity, and agency. It is argued that Christian education on the Metaverse should be a place for change in the Christian life and formation of vocation, and a space where participants' active responses to God's grace be practiced in a digital space in a reciprocal way. This means that learners are encouraged to participate in expressive and relational education that is practiced in the form of play and creation, responding to God's initiative in the metaverse. This study argues that for digital storytelling through the metaverse to become a process of faith formation, it is necessary to connect stories of participants with the story of God's Kingdom in the expanded digital world, aim for a reciprocal space through hospitality and listening, and promote immersive participation and holistic reflection.

• Communications of Mathematical Education
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• v.28 no.1
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• pp.65-79
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• 2014

The present study seeks to provide an easy path to differential perceptions of students at the upper high school level by applying a story telling method and also, characteristically, to earn some time for class discussion by reducing learning time for simple calculational procedure through Computer Algebra System(CAS) tools. This study offers a clear example of storytelling textbooks through Sage. Hence, the study aims at enabling students who have practiced contents with Sage tools to deal with diverse and complicated calculation problems, if they learn to build up mathematical formulas for those problems.

• Journal of Elementary Mathematics Education in Korea
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• v.18 no.1
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• pp.19-35
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• 2014

In this study, an experimental elementary school mathematics textbooks in use in the effects of the storytelling investigated. For this purpose, three different elementary schools teachers and students to a group of grades 3-4 mathematics textbooks for the effects of the storytelling questionnaire study. Survey, teachers were given an overall rating of storytelling in mathematics textbooks were positive recognition. Specifically, learning motivation and communication have significant positive recognition and learning of mathematics content that was helpful. The students are given an overall rating of storytelling textbooks showed a positive reaction. Grade 3 students were more positive than the four-year students. More specifically, mathematics is interesting storytelling. That public education was more fun than private supplementary education. But for storytelling low-level math students need measures showed insignificant changes.

• Journal of the Korea Society of Computer and Information
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• v.14 no.1
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• pp.47-55
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• 2009

The purpose of this study is to ermine the effect of digital storytelling as a strategy of programming education to improve students' learning motivation and achievement. To overcome the difficulty of programming education in elementary school and find teaching method which derives the students' motivation, we used a digital storytelling in programming class. Digital storytelling that is considered as an important factor of edutainment gives interest to learners with interaction and stories for programming materials. The result is that elementary school students are more interested in programming and attend actively and their motivation and achievement is improved. Therefore it can gives elementary school students a positive experience with programming that will hopefully contribute to a more positive attitude towards computer science.

• Journal of Convergence for Information Technology
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• v.11 no.2
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• pp.219-228
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• 2021

The purpose of this study was to examine the experiences of participation in the educational community through cooperative relationships between early childhood teachers and researchers in early childhood mathematics education using storytelling, and to find out the meaning of those experiences. Reputable researchers began with the formation of the educational community on March 14, 2016, and continued until July 26, 2016, and collected transcripts of discussions of educational community meetings, reflective journal data of teachers and researchers, and transcript of individual interviews by teachers. As a result of the study, first, the experience of participating in the educational community in early childhood mathematics education using storytelling shared personal mathematics experiences and mathematical situations, understood and learned mathematics content knowledge through sharing, and communicated through the educational community. Second, looking at the meaning of the experience of participating in the early childhood mathematics education educational community using storytelling, learn together through mathematical errors and learn the direction of better instruction through sharing. Grown up as a teacher who enjoys the mathematics exploration process, and promoted joint practice through cooperation in early childhood mathematics education using storytelling.

• 한국정보교육학회:학술대회논문집
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• 2011.01a
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• pp.15-22
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• 2011

Most of the robot programming curriculums consists mainly of understanding robot programming language and learning a simple grammatical sentences rather than logical problem solving process, these curriculums impose a burden on childrens' learning. Storytelling offers opportunities for continuation of childrens' positive learning motivation to practice symbolic manipulations, hold multiple abstract concepts in their heads, and create meaning between these ideas. In this paper, to overcome the difficulty of robot programming curriculum in elementary school and find teaching method which derives the childrens' motivation, we used storytelling in study of our robot programming curriculum.