• Journal of Digital Convergence
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• v.20 no.2
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• pp.63-75
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• 2022

In this study, the smart docent interface provided at 25 exhibition halls at domestic and foreign were compared and analyzed based on affordance. Heuristic evaluation techniques were adopted, centered on a small number of experienced people, and six research participants were selected based on Jacob Nielsen's guidelines that five to eight people per set of research can achieve sufficient results. As a result of comparative analysis of affordance, smart docent used in the Oriental showed a higher average value than smart docent used in the Western, but a lower value for sensory affordance alone. In addition, the categories were subdivided to derive the affordance values for each country, and a singularity was found that the sensory affordance of smart docents used in the United States represents the highest value compared to other countries. In conclusion, this study was able to compare the four affordances of smart docents used in domestic and foreign exhibition halls while presenting directions for future behavioral improvement, which could provide practical implication for smart docent interface design and exhibition hall service strategies.

• Journal of Korean Elementary Science Education
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• v.41 no.4
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• pp.725-739
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• 2022

This study aims to analyze what elementary school pre-service teachers focused on and what challenges they faced in designing and producing a guided science inquiry program based on augmented reality (AR) and to provide some implications for teachers' professionalism and teacher education. To this end, focusing on the cases of pre-service teachers who designed and created AR-based guided inquiry programs, the researchers extracted and categorized the pre-service teachers' focus and challenges from the program design and production stages. As a result, in the program design stage, the pre-service teachers tried to construct scenarios that could promote students' active inquiry process. At the same time, drawing on the unique affordances of AR, the pre-service teachers focused on creating vivid visual data in a 3D environment and making meaningful connections between virtual and real-world activities. The pre-service teachers faced challenges in making use of the advantages of AR technology and designing an inquiry program due to a lack of background knowledge about CoSpaces, a content creation program. In the program production stage, the pre-service teachers tried to make their program easy to handle to improve students' concentration on inquiry activities. In addition, challenges of programming using CoSpaces were reported. Based on these results, educational implications were discussed in terms of the pedagogical uses of AR and teachers' professionalism in adopting AR in science inquiry.