• Proceedings of the Korea Contents Association Conference
• /
• 2016.05a
• /
• pp.201-202
• /
• 2016

국민안전처는 2016년 국민의 생활안전 기반 강화를 위한 정책으로 맞춤형 소방안전교육과 소방안전 문화 확산을 위한 정책을 추진하고 소방안전 교육체제 마련을 위해 소방안전교육 방안을 계획 중이다. 이는 우리사회의 안전에 대한 문제점을 개선하기 위한 방안으로 본 연구가 선행되어진 이유이기도 하다. 현재 안전교육이 시행되고 있으나 실제현장과 같은 상황을 체험할 수 없으며 교육에 대한 이해와 만족도도 기초적인 수준이다. 이에 본 논문에서는 이러한 문제 해결을 위한 효과적인 대안으로 VR(Virtual Reality) 소방체험교육콘텐츠를 개발한다. 이는 화재진압과 대피훈련을 가상공간에서 체험하는 것을 목적으로 1)안전한 소방체험 환경제공 2)흥미를 유발할 수 있는 UI(user interface)제공 3)체험교육으로 소방교육현장에서 활용 4)예산 절감의 경제적 효과를 기대할 수 있다.

• The Journal of Sustainable Design and Educational Environment Research
• /
• v.15 no.2
• /
• pp.1-12
• /
• 2016

This study was conducted to extract the student-centered experiential safety education activities in order to establish safety-experience-education-facilities based on "School safety education 7 standards" announced by the Ministry of Education in 2015. For this purpose, we established the concept of safety-experience-education-facilities, and conducted surveys twice targeting experts of each 7 fields based on the learned results of 758 sessions through "School safety education 7 standards". First, through the surveys, it was organized by 150 sessions out of 758 education class that extracted from safety-education-program sessions on experts, conducted a second expert survey for the validation of selected educational programs in Delphi format, the result of 5 sessions of the program is deleted, and 145 sessions was surveyed to be maintained. It was ascertained that 145 sessions of education program, 21 sessions of life safety area, 22 sessions of traffic safety area, 18 sessions of violence and personal safety area, 5 sessions of drugs and cyber addiction area, 36 sessions of disaster safety area, 10 sessions of occupation safety area, 33 sessions of first-aid area, is the experiential safety education activities that have to be applied to the safety-experience-education-facilities.

• 프린팅코리아
• /
• v.10 no.12
• /
• pp.72-72
• /
• 2011

• Proceedings of the Korea Information Processing Society Conference
• /
• 2020.11a
• /
• pp.482-485
• /
• 2020

최근 물리적 언택트(Untact)와 사회적 온택트(Ontact)를 이끄는 기술에 대한 관심이 커지면서 가상현실(VR:Virtual Reality) 기술을 활용한 교육이 주목받고 있다. 이와 더불어 교육 환경이 경험과 체험 위주의 맞춤형 교육으로 급격히 변화함에 따라 사용자 요구를 만족시킬 콘텐츠는 부족한 실태이다. 따라서, 본 논문에서는 효과적인 독서교육을 위해 종이책과 전자책을 비교 설명하며 가상현실 기술을 활용한 동화 체험 시스템을 제안하였다. 사용자 얼굴 3D 텍스처 모델링과 멀티플레이어를 통해 비대면 실감형 콘텐츠와 공공데이터를 활용하여 동화선택 기능을 구현하였다. 이처럼 교육적인 관점에서 스스로 선택한 동화를 함께 체험하고 인지한다는 점에서 효과적이다.

• Proceedings of the Korea Information Processing Society Conference
• /
• 2010.04a
• /
• pp.527-530
• /
• 2010

최근에 웰빙 열풍에 의해 사람들이 기능성 음료, 건강 차, 마시는 물 등에 대한 관심도가 나날이 높아지고 있다. 그러나 사람들이 웰빙 열풍에 따라 건강에 좋은 물에 높은 관심을 갖고 있기는 하지만 실제로 자신들이 마시고 있는 물의 웰빙성에 대한 정보는 피상적인 수준에 머물고 있다. 왜냐하면, 물에 대한 기존 홍보 방법들이 단방향 형태의 단편 정보를 전달하는 수준에 그치고 있기 때문이다. 특히, 최근에 각광을 받고 있는 UCC를 활용하여 물의 브랜드를 제고시키는 연구는 아직 미미한 상태에 머물고 있으며, 상호작용성이나 체험성 형태를 제대로 갖추지 못하고 있다. 이에 본 논문에서는 제주 물에 대한 효과적인 브랜딩 방안으로 첨단 정보 기술과 제주 물의 특성을 융합하는 접근으로 체험형 UCC를 어떻게 제작할 것인지를 알아본다. 다양한 물 종류 중에서도 국내에서 우수한 물로 인정받고 있는 제주 물의 브랜드 제고를 위해 정보 기술과의 효과적인 융합에 초점을 맞추고자 한다. 제주 물은 지하수로 화산 암반수이기 때문에 제주를 다녀갔던 관광객을 비롯한 대부분 일반 사람들은 제주 물의 실체를 직접 보거나 체험해 볼 수 없다. 그러므로 단순히 제주 물을 홍보하는 UCC 형태를 탈피하여 상호작용적 체험을 통해 제주 물의 우수성과 브랜드를 보다 효율적으로 전달할 수 있는 방안을 제시한다. 또한, 3D 기술을 이용하여 입체적으로 제주의 물의 웰빙성을 느껴볼 수 있는 방안을 제시하고자 한다.

• The Journal of Korean Association of Computer Education
• /
• v.19 no.6
• /
• pp.81-89
• /
• 2016

As the social and technical circumstance changes rapidly, passive learners who were knowledge-finders not only remember and regenerate about the given information but also critically grasp the phenomena of real life, and then also it became necessary for us to help cultivate the ability to solve the problem creatively in the new form of educational goal, educational content, educational methods and evaluation, educational environment. As a result, this study analyzes the smart learning education, fit the model of smart learning education training in high school information ethics parts, design the lesson that is proposal class of 'Information protection and Security' section, and develop the teaching and experience educational contents, furthermore, It is to investigate the impact on the ethics consciousness about information communications.

• Journal of Korea Game Society
• /
• v.15 no.5
• /
• pp.79-87
• /
• 2015

Education tools expressed in texts and images turned into the edutainment such as a education and playing experience. Augmented reality(AR) technology in the field of edutainment was possible to have an amused-education by maximizing experiences. Recently, it is also served in a variety of mobile applications which exploit AR technology. The paper is to describe on the practical measures for the experience of education through designing and implementing edutainment contents. The implementation makes use of a engine 'Vuforia', and a platform 'Unity 3D'.

• Journal of Digital Convergence
• /
• v.16 no.10
• /
• pp.437-444
• /
• 2018

The purpose of this study is to comprehend the trend of digital experience centers' development direction and to find out the types of experiences, the characteristics of interaction and the attribute of contents by selecting 4 digital experience centers opened from 2008 to 2018. The types of digital experiences are operation, sensibility, reaction and induction based on precedent studies. The types of interaction are operation, touch and sensor. The attributes of contents are game, play and education. The result shows that the ratio of operation experiences is gradually higher. In the types of interaction, the trend is switching to operation and touch. The offer of experience activities by play type is getting higher. This study is intended to help create an empirical interaction of the content of the children's digital experience centers that will be deployed in the future.

• The Journal of Sustainable Design and Educational Environment Research
• /
• v.16 no.3
• /
• pp.61-68
• /
• 2017

The purpose of this study is to suggest the necessary measures for the school safety experience education space to provide the elementary school students with the ability to provide safety education through experiences routinely and repeatedly. For this purpose, we investigated the conditions of safety experience in Jeollabuk-do and the case of other cities as a factor for operating the school safety experience educational space. In order to clarify the appropriateness of this, a questionnaire was conducted for the teachers in the local area. As a result of the analysis, it was found that the use of two classrooms in the place and the scale in the operation of the school safety experiential education space should be sought in various places such as hall, multipurpose room, and gymnasium according to the school condition. Experiential areas should be operated by elementary school students customized, but specialized facilities or large scale should be used for professional safety experience facilities. For efficient operation, the base school wanted to be located in a place where accessibility of other school students was easy, and that a school with sufficient space would be selected.

• Korean Journal of Heritage: History & Science
• /
• v.54 no.3
• /
• pp.106-125
• /
• 2021

This paper presents several reasons for the necessity of archaeological hands-on training and strategies for its implementation. First, it is necessary to produce a specialized manual for local cultural heritage education that can enhance the specialization and educational effectiveness of archaeological experience education. In addition, in order to secure professionalism in hands-on education and conduct it systematically, the ability of instructors to conduct education is important, so instructor competence reinforcement education needs to be conducted regularly. In addition, hands-on education needs a strategy of planning and content development of archaeological education programs, with consideration given to the subjects of learning, and the establishment of a cooperative network. It is time to cooperate with various experts to establish an education system necessary for cultural heritage education in the region and develop customized content for local archaeological heritage supplementary textbooks. Finally, due to Covid-19, we agonized over effective education plans for online archaeological heritage education, which requires active interaction class design and a strategy to promote interaction between professors and learners. In addition, such archaeological heritage education should be compatible with the goal of providing customized lifelong education.