• Journal of Korean Home Economics Education Association
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• v.34 no.1
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• pp.35-57
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• 2022

This study developed an 'Eco-friendly Clothing Life Cycle' class applying gamification. And the effect of and learners' satisfaction on the class were examined after implementation. The developed class was applied to 40 sophomore students from "A" high school in Gyeonggi-do from February 3, 2022, to February 10, 2022, in a total of 4 sessions. The class was conducted in the stages of production-distribution-consumption-disposal, and was conducted in a way that a mission is solved after learning in Gather Town. It is designed so that learners continuously repeat learning until they accomplish the mission. The learners completed pre-class and post-class questionnaires. And a focus group interview was conducted with a randomly selected group of three learners. According to the pre-/post-class test comparison, the gamification class on the theme of "Eco-friendly Clothing Life Cycle" was found not to have a significant effect on learners' immersion or self-directed learning attitudes. However, in the case of the learners with high levels of non-immersion tendency, the level of immersion in the class increased, and the satisfaction level was positively associated with the level of immersion and self-directed attitude. Learners expressed 'concern' and 'expectation' about the gamification class, and said that although the developed class was using a 'new teaching method', 'appropriate use' was necessary. And learners were evaluated this class as a 'student-centered class' and acknowledged that it allowed 'self-directed learning'. The teacher who implemented the class said that this class was more effective in attracting students' expectations and interests compared to the conventional classes, and that the class in the meta-verse environment was perceived as a new type of class in the non-face-to-face era. The teacher also mentioned that when applied to the actual educational field, a detailed design is needed that allows the learners to proceed smoothly, and the role of the teacher in the class was more important. And the teacher also mentioned that the class should be properly designed so that the expectations given by the 'game' do not obscure the essence of the class.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.22 no.5
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• pp.29-35
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• 2022

This paper proposes a fuel cell education framework installed on a Metaverse environment, which is to reduce the burden of education costs and improve the effect of education or learning. This Meta-Fuel cell platform utilizes the Unity 3D Web and enables not only theoretical education but also hands-on training. The platform was designed and developed to accommodate a variety of unit education contents, such as ppt documents, videos, etc. The platform, therdore, integrates ppt and video demonstrations for theoretical education, as well as software content "STACK-Up" for hands-on training. Theoretical education section provides specialized liberal arts knowledge on hydrogen, including renewable energy, hydrogen economy, and fuel cells. The software "STACK-Up" provides a hands-on practice on assembling the stack parts. Stack is the very core component of fuel cells. The Meta-Fuelcell platform improves the limitations of face-to-face education. It provides educators with the opportunities of non-face-to-face education without restrictions such as educational place, time, and occupancy. On the other hand, learners can choose educational themes, order, etc. It provides educators and learners with interesting experiences to be active in the metaverse space. This platform is being applied experimentally to a education project which is to develop advanced manpower in the fuel cell industry. Its improvement is in progress.

• Journal of Software Assessment and Valuation
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• v.17 no.2
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• pp.109-116
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• 2021

Traditionally, the engineering field has been dominated by face-to-face education focused on experimental practice, but demand for online learning has soared due to the rapid development of IT technology and Internet communication networks and recent changes in the social environment such as COVID-19. In order for efficient online education to be conducted in the engineering field, where the proportion of experimental practice is relatively high compared to other fields, virtual laboratory practice content that can replace actual experimental practice is very necessary. In this study, we developed a line tracer model and a virtual experimental software to simulate it for efficient online learning of microprocessor applications that are essential not only in the electric and electronic field but also in the overall engineering field where IT convergence takes place. In the developed line tracer model, the user can set various hardware parameter values in the desired form and write the software in assembly language or C language to test the operation on the computer. The developed line tracer virtual experimental software has been used in actual classes to verify its operation, and is expected to be an efficient virtual experimental practice tool in online non-face-to-face classes.

• Journal of Intelligence and Information Systems
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• v.29 no.1
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• pp.175-201
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• 2023

In the midst of going through a non-face-to-face society, most of human activities narrowed down to the platform, restrictions on external activities are bringing the internal scalability of digital technology. Metaverse is virtually shifting reality and increasing the possibility of utilization in various areas. However, researches linked to the educational effects of metaverse, especially students with disabilities, are still an unknown area that lacks exploration. This paper focuses on the fact that metaverse-education is widening educational fields that meets the various needs of disabled students to realize social good and inclusive education, and communication effects such as resolving barriers to interaction are prominent. As a research method, examining literature research papers linked to AR/VR, metaverse with communication skills, interviews, articles, and columns by experts, and policy suggestions and implications for the special education was conducted. Although the limitations of research are confirmed, significant results are found on inclusive education, which provides educational maximizing effects and realizing human rights through direct immersive experience reflecting the Cone of Experience Theory. Hopefully follow-up studies on meta-edu for disabled students will be carried out in the future, and various interdisciplinary discussions are needed to carefully observe inclusive policies and benefits so that the socially vulnerable are not excluded from technologies in ICT society.

• Journal of Practical Engineering Education
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• v.16 no.4
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• pp.529-540
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• 2024

In industrial sites, experiential virtual training contents are partially used to replace high-risk and high-cost training, and virtual training contents development is also becoming active along with the increasing demand for non-face-to-face industries. Existing studies mainly focused on quantitative research through surveys, and only measured the change in users' learning commitment. This study attempted to investigate the effect of the combination of theoretical education and virtual training on the improvement of actual job performance in a dual vocational training environment by conducting an experimental study. This study studied whether the combination of theoretical education and virtual training can improve the performance of vocational training in dual vocational training (comparative work and learning) in which companies and schools participate. The results of pre- and post-evaluation of vocational training using traditional vocational training and virtual training contents were compared with 24 vocational training trainees. As a result of the study, it was demonstrated that the outcome of virtual training education was higher than that of traditional vocational training, and the combination of virtual reality-based education was more effective in theoretical education. This study suggests that the virtual training content presents a new paradigm for industrial safety education, and through the interview results of trainees, it was confirmed that virtual training can lead to a change in attitude toward safety beyond just knowledge transfer. This contributes to the prevention of safety accidents in industrial sites and provides important implications for improving the quality of vocational training.

• Journal of the International Relations & Interdisciplinary Education
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• v.2 no.1
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• pp.57-82
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• 2022

This study aims to investigate and analyze the perception of communication capability which is one of the sub-competencies of NCS vocational substructure basic competence, and then seek the direction of prospective courses. To do this, the researcher conducts a non-face-to-face survey by creating five questions under the following five categories: The importance and necessity of communicative competence, students and educators of communicative competence classes, contents and methods of curriculum and teaching and learning, communicative competence and writing skills and operation of extracurricular programs. This researcher has been teaching basic education even before the communication skills curriculum was created in college, now, in a situation where communication skills have become selective education, it is intended to grasp the perception of college students about communication skills for first graders. This study attempted to analyze the survey area in more depth through group FGI after conducting an online survey by dividing it into several items. As a result, students felt that communication skills became motktkre important through COVID-19. Among the bottom five communication skills, speaking skills were found to be the most important, reading ability was recognized as the least important. On the other hand, there was a strong hope to know about the level of communication ability, type of communication, and method of communication about oneself. In addition, they recognized that communication skills should be learned in their first year of college, and hoped to be operated at all times as a non-disciplinary program. In particular, in the bottom five areas of communication skills, the expectations and actual hopes for speaking skills were the highest compared to the rest, and in terms of teaching and learning methods, they wanted to improve their skills through feedback and practice rather than theory. These research results have great implications for setting the direction of operation of classes, such as the content and method of classes in communication skills, in the future.

• Journal of the Korean Society of Radiology
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• v.15 no.1
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• pp.45-54
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• 2021

This study was written to create educational content in non-destructive fields based on Mixed Reality. Currently, in the field of radiation, there is almost no content for educational Mixed Reality-based educational content. And in the field of non-destructive inspection, the working environment is poor, the number of employees is often 10 or less for each manufacturer, and the educational infrastructure is not built. There is no practical training, only practical training and safety education to convey information. To solve this, it was decided to develop non-destructive worker education content based on Mixed Reality. This content was developed based on Microsoft's HoloLens 2 HMD device. It is manufactured based on the resolution of 1280 ⁎ 720, and the resolution is different for each device, and the Side is created by aligning the Left, Right, Bottom, and TOP positions of Anchor, and the large image affects the size of Atlas. The large volume like the wallpaper and the upper part was made by replacing it with UITexture. For UI Widget Wizard, I made Label, Buttom, ScrollView, and Sprite. In this study, it is possible to provide workers with realistic educational content, enable self-directed education, and educate with 3D stereoscopic images based on reality to provide interesting and immersive education. Through the images provided in Mixed Reality, the learner can directly operate things through the interaction between the real world and the Virtual Reality, and the learner's learning efficiency can be improved. In addition, mixed reality education can play a major role in non-face-to-face learning content in the corona era, where time and place are not disturbed.

• Journal of Korean Society of Industrial and Systems Engineering
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• v.44 no.3
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• pp.176-191
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• 2021

Non-face-to-face lectures have become a necessity rather than an option since COVID-19, and in order to improve the quality of university education, it is necessary to explore the properties of non-face-to-face lectures and make active efforts to improve them. This study, focusing on this, aims to provide basic data necessary for decision-making for non-face-to-face lecture design by analyzing the relative importance and execution satisfaction of non-face-to-face lecture attributes for professors and students. Based on previous research, a questionnaire was constructed by deriving 4 factors from 1st layer and 17 from 2nd layer attributes of non-face-to-face lectures. A total of 180 valid samples were used for analysis, including 60 professors and 120 students. The importance of the non-face-to-face lecture properties was calculated by obtaining the weights for each stratified element through AHP(Analytic Hierachy Process) analysis, and performance satisfaction was calculated through statistical analysis based on the Likert 5-point scale. As a result of the AHP analysis, both the professor group and the student group had the same priority for the first tier factors, but there was a difference in the priorities between the second tier factors, so it seems necessary to discuss this. As a result of the IPA(Importance Performance Analysis) analysis, the professor group selected the level of interaction as an area to focus on, and it was confirmed that research and investment in teaching methods for smooth interaction are necessary. The student group was able to confirm that it is urgent to improve and invest in the current situation so that the system can be operated stably by selecting the system stability. This study uses AHP analysis for professors and students groups to derive relative importance and priority, and calculates the IPA matrix using IPA analysis to establish the basis for decision-making on future face-to-face and non-face-to-face lecture design and revision. It is meaningful that it was presented.

• Journal of Korean Home Economics Education Association
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• v.33 no.3
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• pp.65-84
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• 2021

In this study, a program was developed and implemented for middle school students in the 'Healthy Family Relations' of the home economics based on design thinking process. The purpose was to investigate whether a significant difference is displayed in terms of empathy ability improvement among middle school students. For this purpose, a "Wise 'stay-at-home' life" program comprised of five class sessions was developed based on design thinking process. The program was implemented to male and female students in the second year of middle school, and students' empathy ability was examined by a pre- and post-test comparison. As a result, the developed program was found to have generated a significant improvement in cognitive empathy among middle school students. In addition, the students' satisfaction with the class was generally positive. In particular, many students mentioned that they were interested in activities such as 'empathizing through Instagram' and 'creating a sub-character'. However, there also was an opinion that the lesson activities were difficult to complete due to the lack of time and restrictions on cooperative activities due to COVID-19. In this research, we developed a program that can be used in both face-to-face and non-face-to-face situations in order to flexibly deal with situations where the learning environment changes due to COVID-19. And this research is significant particularly in that it confirmed that home economics have a positive influence on improving middle school students' empathy ability, particularly the cognitive factor of empathy.

• Journal of the Korean School Mathematics Society
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• v.24 no.1
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• pp.83-105
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• 2021

In this paper, we analyzed the misconceptions and errors incurred during factorization learning. We also examined whether online individualization classes had a positive effect on students' mathematical achievement. The experiment was conducted for 4 weeks (16 times in total) on middle school juniors in rural areas of Gyeonggi Province, where the influence of private extra education was small. In the class, the 'Google Classroom' was used as a LMS, the video lecture was uploaded to YouTube, and the teacher interacted with the students through "Zoom" and "Facetalk". In the online class situation, students' assignments and test answers were checked in real time through 'Google Classroom', and immediate feedback was provided to the experimental class group's students. However, for the control group students, feedback was provided only to those who desired. A total of 7 achievement evaluations were conducted in the order of pre-test, formative evaluation (5 times), and post-test to confirm the change in students' ability improvement and achievement. Through the formative evaluation analysis, it was possible to grasp the types of errors and misconceptions that occured during the factorization process. Students' errors were divided into four types: theorem or definition distortion error, functional errors such as calculation, operation, and manipulation, errors that do not verify the solution, and no response. As a result of ANCOVA, the two groups did not show any difference from the 1st to 4th formative assessment. However, the 5th formative assessment and post-test showed statistically significant differences, confirming that online individualization classes contributed to improvemed achievement.