본 연구는 행위자의 행동을 유도하는 특성을 뜻하는 어포던스 관점으로 학습자의 안전행동을 증진시키는 안전교육 앱의 설계원리를 구체적으로 제시하는데 목적이 있으며, 설문조사를 기반으로 한 포커스 그룹 인터뷰를 중심으로 진행하였다. 안전교육 앱의 표현상의 특성인 어포던스를 측정하기 위하여 인지적 어포던스, 감각적 어포던스, 물리적 어포던스, 안전행동 증진에 관한 문항을 구성요인으로 사용하여 측정문항을 구성하였으며, 분석하고자 한 안전교육 앱은 소방방재청에서 개발한 '물놀이GO!' 앱을 선정하였다. 연구 결과 첫째, 학습자가 안전교육 앱 학습환경에서 유의미한 학습활동을 하게 하려면 지속적으로 학습에 참여하도록 도와야 한다. 둘째, 앱에서 모바일 기기와 상호작용 하면서 학습을 촉진하면서도 학습자의 학습을 방해할 수 있는 요소들은 줄여야 한다. 본 연구를 통해 안전교육 앱 학습환경을 구성할 때 안전행동을 증진시키는 가이드라인으로써 본 설계원리를 활용할 수 있다.
본 연구는 행위자의 행동을 유도하는 특성을 뜻하는 어포던스 관점으로 학습자의 안전행동을 증진시키는 안전교육 앱의 설계원리를 구체적으로 제시하는데 목적이 있으며, 설문조사를 기반으로 한 포커스 그룹 인터뷰를 중심으로 진행하였다. 안전교육 앱의 표현상의 특성인 어포던스를 측정하기 위하여 인지적 어포던스, 감각적 어포던스, 물리적 어포던스, 안전행동 증진에 관한 문항을 구성요인으로 사용하여 측정문항을 구성하였으며, 분석하고자 한 안전교육 앱은 소방방재청에서 개발한 '물놀이GO!' 앱을 선정하였다. 연구 결과 첫째, 학습자가 안전교육 앱 학습환경에서 유의미한 학습활동을 하게 하려면 지속적으로 학습에 참여하도록 도와야 한다. 둘째, 앱에서 모바일 기기와 상호작용 하면서 학습을 촉진하면서도 학습자의 학습을 방해할 수 있는 요소들은 줄여야 한다. 본 연구를 통해 안전교육 앱 학습환경을 구성할 때 안전행동을 증진시키는 가이드라인으로써 본 설계원리를 활용할 수 있다.
This study focused on the focus group interview based on the questionnaire. Prior to the interview, we used questionnaires from the previous researchers in order to select the questionnaires and interviews of the focus group. In order to measure the possibility, which is the expression characteristi...
This study focused on the focus group interview based on the questionnaire. Prior to the interview, we used questionnaires from the previous researchers in order to select the questionnaires and interviews of the focus group. In order to measure the possibility, which is the expression characteristic of the safety education app, the items related to cognitive, sensual, physical, and safety behaviors were used as constituent factors. And the safety education app to analyze was selected 'Water Go GO!' App developed by the National Emergency Management Agency. The results of this study are as follows: First, the learner should help to participate in learning continuously in order to make meaningful learning activities in safety education app learning environment. Second, learners must interact with mobile devices in their apps to facilitate learning while reducing the number of factors that can interfere with learners' learning. This study is meaningful in that it can utilize this design principle as a guideline for enhancing safety behaviors.
This study focused on the focus group interview based on the questionnaire. Prior to the interview, we used questionnaires from the previous researchers in order to select the questionnaires and interviews of the focus group. In order to measure the possibility, which is the expression characteristic of the safety education app, the items related to cognitive, sensual, physical, and safety behaviors were used as constituent factors. And the safety education app to analyze was selected 'Water Go GO!' App developed by the National Emergency Management Agency. The results of this study are as follows: First, the learner should help to participate in learning continuously in order to make meaningful learning activities in safety education app learning environment. Second, learners must interact with mobile devices in their apps to facilitate learning while reducing the number of factors that can interfere with learners' learning. This study is meaningful in that it can utilize this design principle as a guideline for enhancing safety behaviors.
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문제 정의
First, in this study, safety education app should be considered before designing the safety education app. In this study, we derive an affordance that gives the meaning of safety behavior such as enhancing safety behavior.
This study focuses on how users experience 'safety education app' through focus group interview survey, especially based on Hartson's theory of affordance and commitment. The purpose of this paper is to discuss the theoretical implications of the perspective of possibility for enhancing safety behaviors and discuss the implications and implications of applying them to safety education apps.
Therefore, this study classifies and applies the concept of safety to the safety education app, and discusses how to develop the safety education app in the future.
This study focused on the focus group interview based on the questionnaire. Prior to the interview, we used questionnaires from the previous researchers in order to select the questionnaires and interviews of the focus group.
가설 설정
Based on the results of this study, we will discuss the implications of safety education app design principles from the perspective of safety to promote safety behaviors in designing safety education apps. First, in this study, safety education app should be considered before designing the safety education app. In this study, we derive an affordance that gives the meaning of safety behavior such as enhancing safety behavior.
In the question of whether the task was the same as the expected task at the time of interface operation and the task after the task performed, the accessibility using the interface and the interface part about each function were satisfactory. However, from the user's point of view, there was still a lack of sustainability and fun for macroscopic repeated learning in the safety education app.
제안 방법
In this study, we analyzed the previous research to derive the affordance for each element and collected data by distributing the questionnaire after using the safety education app of 'Water-playing GO' in 10 educational engineering academics. After conducting the questionnaire, the focus group interview was conducted based on the questionnaire and qualitative research was conducted. Research on safety education apps is not yet in the starting phase.
The focus group interview was held in May of 2016 in the form of a 6 people meeting, and each meeting was held for 1:30 hours to 2 hours. One set of qualification assessments was assigned to six people, which were referred to Jakob Nilsen’s guidelines[16].
Interviews with them were approved in advance and documented in interviews. The researchers repeatedly read this and analyzed the safety education app pages by dividing them into four types based on the interviews: cognitive affordance, sensuous affordance, functional affordance, and safety behavior.
This study focuses on how users experience 'safety education app' through focus group interview survey, especially based on Hartson's theory of affordance and commitment.
대상 데이터
In this study, we analyzed the previous research to derive the affordance for each element and collected data by distributing the questionnaire after using the safety education app of 'Water-playing GO' in 10 educational engineering academics.
후속연구
design principle can be utilized as a guideline for enhancing safety behavior when constructing safety education app learning environment. As the study of the affordance factors for the safety education presented in this study was attempted for the first time, there are limitations that can not be made more specific, whose further research is needed in the future.
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