• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2015.10a
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• pp.691-692
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• 2015

본 논문에서는 마커기반 증강현실 기술을 활용한 역사 교육 콘테츠 구현을 목표로 한다. 증강현실은 가상현실의 한 분야로 현실세계에 가상의 물체를 중첩함으로써 사용자에게 몰입감과 현실감 있는 정보를 제공하여, 사용자들에게 새로운 학습 경험을 확장시킬 수 있는 교육매체로 높은 관심을 받고 있다. 이에 본 논문은 세종대왕 시대의 유물을 EON Mobile을 사용하여 마커기반 증강현실 교육콘텐츠를 개발하였다. AR 마커를 통해 사용자와 상호작용 할 수 있도록 하였으며, 현실감, 몰입감, 지적 융통성 및 인지적 통찰성 등의 다양한 교육적 효과를 성취할 수 있도록 하였다.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2015.10a
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• pp.720-721
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• 2015

스마트폰과 태블릿 등 모바일 기기의 사용이 보편화 되면서 증강현실(Augmented Reality)을 활용한 교육용 콘텐츠들이 개발되고 있다. 증강현실은 가상현실의 한 분야로 현실세계에 가상의 물체를 중첩함으로써 사용자에게 몰입감과 현실감 있는 정보를 제공하여, 사용자들에게 새로운 학습 경험을 확장시킬 수 있는 교육매체로 높은 관심을 받고 있다. 이에 본 논문은 훈민정음에 대한 교육콘텐츠를 스마트폰과 태블릿 PC에서 구현할 수 있도록 마커기반 증강현실 시스템을 개발하여 사용자들이 보다 쉽게 증강현실 교육용 콘텐츠를 사용할 수 있도록 하였다. 또한 게이피케이션 요소를 반영하여 보다 사용자들의 참여를 유도하고 몰입할 수 있도록 하였다.

• Proceedings of the Korea Contents Association Conference
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• 2018.05a
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• pp.487-488
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• 2018

대학생들에서 높은 카페인과 알콜 섭취가 보고되고 있고 간호대학생의 경우 과중한 학습 뿐 아니라 임상실습을 경험하는 등 많은 스트레스로 과다섭취의 위험이 있는 집단이다. 카페인과 알콜은 수면과 밀접한 관계가 있으며 적절하지 못한 수면은 학습몰입에 방해요소 이다. M군에 소재한 4년제 대학교의 간호학과 재학생 148명을 대상으로 알코올 및 카페인 섭취량, 수면, 학습몰입에 대해 자가보고방식의 설문을 수행하였다. 통계방법으로 일반적 특성에 대해서는 평균, 백분률을 산출하였고, 각각의 변수들의 관계는 Pearson's correlation을 수행하였다. 대상자의 카페인 섭취량은 평균 $283.14{\pm}284.23$이였으며 알코올 섭취량은 평균 $339.19{\pm}620.09$이였다. 수면의 질 척도 점수 (PSQI Score)의 평균은 $5.24{\pm}3.02$이였으며 5점 초과인 대상자는 56명(37.8%), 5점 이하는 92명(62.2%)이었다. 카페인 섭취량과 수면 문제 간에는 통계적으로 유의한 양의 상관관계 (r=.183, p=.026)였으며 7개의 항목 중 특히 총 밤 중 수면시간문제와 유의한 상관관계(r=.185, p=.025)가 나타났다. 카페인과 알코올의 과다 섭취는 수면 문제를 일으키게 되며 학습몰입에 영향을 주게 된다. 간호대학생의 경우 적정량의 카페인과 알코올 섭취를 위한 교육적 중재를 통한 신체적 뿐만이 아니라 정신적 건강 관리가 가능한 건강 전문인으로서의 양성이 필요하다.

• Journal of the Korean Chemical Society
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• v.68 no.2
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• pp.93-106
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• 2024

This study investigated differences in presence, immersion, and situational interest in small group learning using augmented reality, based on the degree of tool sharing. 84 eighth-grade students participated in small groups of four. Each group was randomly assigned to one of three environments based on marker and device sharing: the shared environment (shared marker and device usage), the mixed environment (shared marker and individual device usage), and the individual environment (individual marker and device usage). Small group learning using augmented reality was conducted for three class periods, focusing on the "Characteristics of Matter" unit. One-way ANOVA results for the dependent variables revealed that, compared to the shared environment, presence and situational interest were significantly higher in the mixed environment, while immersion and situational interest were significantly higher in the individual environment. MANOVA results for the sub-components of each dependent variable showed significant differences in realness for presence, antecedents and experiences for immersion, and instant enjoyment, novelty, and total interest for situational interest. Analysis of interviews and classroom observations indicated that students in shared and individual environments tended to use their devices individually when utilizing augmented reality. However, in mixed environments, students showed a tendency to use their devices collaboratively, leading to more active interactions. Based on these findings, environments for using tools to enhance the effectiveness of small group learning using augmented reality are discussed.

• The Journal of Korean Academy of Sensory Integration
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• v.15 no.2
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• pp.80-92
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• 2017

Objective : The purpose of this study is to investigate the meaning of students' experience participating in the flipped learning based instruction in sensory integration, and to understand the demand and introspection of participants. Methods : This study used a phenomenological approach of qualitative study. The participants were 10 students in 3rd year of the occupational therapy program in K Univeristy. Data information was collected by one-to-one interview and analyzed through phenomenological research method. Results : Through the interview, 20 units of meaning, 8 central meanings, and 3 themes were drew. The information collected were analyzed into three themes; Learning Experiences in Online and Offline Courses, Request and Introspection of Learners on Flipped Learning. The result showed that online courses brought learners convenience and satisfaction with repeatable learning in every time and space the learner want. However, the learners appealed issues of communication and concentration due to the absence of face-to-face instruction by their instructor. For the offline courses, students showed interest in various practical classwork of sensory integration and changes in their attitude to actively engage in the practical classes. Conclusion : Flipped learning based instruction was effective for the sensory integration classes which require practice in terms of time securement and immersion in practice. The learners requested for adopting flipped learning based instruction to other subjects in occupational therapy curriculum, and introspected that they needed to actively engage in classes through the experience of flipped learning-based classes of sensory integration. The results of this study can be used as a basic resource when flipped learning classes are planned in occupational therapy education.

• Smart Media Journal
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• v.11 no.9
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• pp.75-80
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• 2022

Recently, research and development on immersive virtual reality(VR) technology to provide a realistic experience is being widely conducted. To provide realistic experience in immersive virtual reality for VR participants, virtual environments should consist of high-realistic environments using 3D reconstruction. In this paper, to acquire 3D information in real space using multiple cameras in the reconstruction process, we propose a novel method of optimal camera placement for accurate reconstruction to minimize distortion of 3D information. Through our approach in this paper, real 3D information can obtain with minimized errors during environment reconstruction, and it is possible to provide a more immersive experience with the created virtual environment.

• Journal of Digital Contents Society
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• v.18 no.4
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• pp.631-639
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• 2017

Development and implementation of virtual training contents has been increasing along with the emphasis on the experience and practice in engineering education. Virtual training makes repeatable sessions possible within safe learning environment which is very similar with real work place. This feature is very helpful to learners when they manipulate real machines back at work after studying with the virtual training content. The purpose of this study is to develop "Total Station and GPSS surveying" virtual training content focusing on both theory and surveying practice within various circumstances and to explore learners experience. Results show high interest, immersion, perceived learning effectiveness, and satisfaction to the content.

• Proceedings of the Korean Society of Computer Information Conference
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• 2022.01a
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• pp.381-382
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• 2022

본 논문에서는 VR 콘텐츠의 확장 전망에 따라 콘텐츠 몰입과 경험을 향상시키기 위한 VR-UI 디자이너를 양성하기 위해 필요한 교육내용에 대해서 고찰하였다. 본 교의 교육과정 개발절차에 따라 역량을 설정하고, VR-UI 개발 프로세스를 정립하여 각 단계에서 필요한 역량을 충족시키기 위해 학습해야 할 내용과 이에 따라 학습이 필요한 소프트웨어와 VR-UI디자이너를 위한 교육내용에서 반드시 포함되어야 하는 내용에 대래서 정리했다. 시대가 요구하는 VR-UI 디자이너의 양성을 위해 게임개발자를 위한 역량에 더해 차세대 콘텐츠 제작 역량을 갖추고, 시뮬레이션을 적극적으로 시행할 수 있는 교육내용으로의 개선이 필요하다.

• Communications of Mathematical Education
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• v.38 no.1
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• pp.1-26
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• 2024

As the limitations of professional development programs and individual attempts to improve teaching expertise have been reported, mathematics teachers have operated various types of teacher learning communities as alternative teacher professional programs. A teacher learning community can be considered a Community of Practice(CoP) in that it satisfies three factors of Cop, which are common purpose, mutual participation, and shared repertoire, so the 'learning' of a teacher community can be interpreted based on the theory of CoP. The purpose of this study is to investigate the process of identity development of five mathematics teachers who have been continuously involved in teacher communities. For this, the researcher collected data on the entire process of community activities through participant observation and conducted individual follow-up interviews to explore mathematics teachers' narratives and personal experiences. Results indicated that mathematics teachers experienced the development of practical knowledge related to mathematics teaching and learning, improvement of teaching practice through continuous reflection and introspection, and recognization the shared value of togethering through community immersion. Based on these experiences, implications for the effective operation of learning communities such as national support of teacher learning communities and horizontal and cooperative teacher norms were discussed, and follow-up research was proposed.

• Communications of Mathematical Education
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• v.36 no.4
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• pp.511-533
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• 2022

The purpose of this study is to develop a learning coaching model suitable for the mathematics subject by reflecting the characteristics of the mathematics subject and the mathematics teaching/learning process in the CARE learning coaching model that supports students' self-directed learning. The mathematics learning coaching model developed in this study is a 'step' and 'element' to apply coaching, and a 'strategy' for carrying out it. Mathematics learning coaching model evaluated rapport, trust, state management, and math pre-test as elements of 'creating a comfortable atmosphere', and problem recognition, hypercognition, restructuring, initiative, and math learning ability as elements of 'improving perception'. Self-efficacy, learning readiness, confirmation (feedback) as elements of the 'reawakening of learning immersion' stage, voluntary motivation and success experiences as elements of the 'empowerment' stage, and various math learning strategies to perform each element presented. The math learning coaching model can be used to help math teachers motivate students to learn and help students solve their own problems.