최소 단어 이상 선택하여야 합니다.
최대 10 단어까지만 선택 가능합니다.
다음과 같은 기능을 한번의 로그인으로 사용 할 수 있습니다.
NTIS 바로가기정보교육학회논문지 = Journal of the Korean Association of Information Education, v.22 no.3, 2018년, pp.397 - 407
김혜나 (동덕여자대학교)
Augmented reality offers a great potential in teaching and learning through enhancing situated cognition and building indirect experience. However, existing systematic reviews are limited to studies conducted outside of Korea and fail to reflect the Korean trends. This study attempts to understand t...
* AI 자동 식별 결과로 적합하지 않은 문장이 있을 수 있으니, 이용에 유의하시기 바랍니다.
핵심어 | 질문 | 논문에서 추출한 답변 |
---|---|---|
유비쿼터스의 교육 분야 도입 현황은? | 유비쿼터스 시대에 각종 첨단매체의 발달은 인간 생활 전반에 크고 작은 변화를 불러왔다. 교육 분야에서도 증강현실, 기능성 게임, 웨어러블 테크놀로지 등 다양한 기술의 탐색과 적용이 활발히 이루어지고 있다[16]. 증강현실 기술은 현실세계와 가상세계의 결합을 통해 학습 상황에 대한 인식을 증가시키고 경험학습을 가능하게 한다는 점에서 그 교육적 효용성이 크다[45]. | |
탈맥락적 학습과 평가에 대한 지적이 제기됨으로 인한 결과는? | 증강현실 기술의 가장 주요한 교육적 잠재력 중 하나인 맥락적 학습은 새로운 지식이 문제해결의 도구로 내면화되기 위해서는 상황이나 맥락에 대한 이해와 결합이 필요하다는 구성주의적 이해를 강조한다[5][29]. 전 세계적으로 오래 전부터 탈맥락적 학습과 평가에 대한 지적이 제기되면서[4], 증강현실, 문제기반 학습, 사례기반 학습, 플립러닝 등의 적용을 통한 맥락중심 수업이 시도되고 있다. 이와 함께 역량기반 교육을 위한 노력이 이루어지고 있다[44][49]. | |
증강현실 기술의 교육적 효용성은? | 교육 분야에서도 증강현실, 기능성 게임, 웨어러블 테크놀로지 등 다양한 기술의 탐색과 적용이 활발히 이루어지고 있다[16]. 증강현실 기술은 현실세계와 가상세계의 결합을 통해 학습 상황에 대한 인식을 증가시키고 경험학습을 가능하게 한다는 점에서 그 교육적 효용성이 크다[45]. 다른 매체와 비교하여 증강현실 기술은 (1) 실재감과 맥락적 인식 증대, (2) 공간적, 시각적 정보의 적시적소 배치 및 제공, (3) 증강현실 매체와 상호작용을 통한 경험학습의 기회 제공, (4) 학습 몰입감과 집중력 향상, (5) 관찰과 조절을 통한 주도적 학습, (6) 상호작용과 협력학습을 통한 교육적 효용성이 높이 평가된다[44]. |
Akcayir, M., & Akcayir, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1-11.
Bacca, J., Baldiris, S., Fabregat, R., & Graf, S. (2014). Augmented reality trends in education: a systematic review of research and applications. Journal of Educational Technology & Society, 17(4), 133.
Bae, I., Park, H., Kim, G., & Kwon, S. (2014). Educational Application of Speech Therapy Program Based on Augmented Reality. Journal of Speech-Language & Hearing Disorders, 23, 139-152.
Biggs, J.B. (1992). A qualitative approach to grading students. HERDSA News, 14(3), 3-6.
Bransford, J. D., Sherwood, R., Hasselbring, T., Kinzer, C., & Williams, S. (1990). Anchored instruction: Why we need it and how technology can help. In D. Nix & R. Spiro (Eds.), (pp.115-142). Hillsdale,NJ: LawrenceErlbaum.
Bursztyn, N., Walker, A., Shelton, B., & Pederson, J. (2017). Increasing undergraduate interest to learn geoscience with GPS-based augmented reality field trips on students' own smartphones. GSA Today, 27(5), 4-11.
Cheston, C. C., Flickinger, T. E., & Chisolm, M. S. (2013). Social media use in medical education: a systematic review. Academic Medicine, 88(6), 893-901.
Choi, Y., & Moon, Y. (2015). A Study on the Effective Elementary STEAM Education through Educational Application Development based on 'Augmented Reality' : Focused on the Science and Fine Arts Convergence. The Korean Journal of Animation, 11(2), 85-108.
Chung, Y. H., & Lee, J. M. (2015). The effectiveness of inquiry learning using augmented reality in the middle school science class. The Journal of Educational Information and Media, 21(4), 521-542.
Dunleavy, M., Dede, C., & Mitchell, R. (2009). Affordances and limitations of immersive participatory augmented reality simulations for teaching and learning. Journal of science Education and Technology, 18(1), 7-22.
Evans, D. (2003). Hierarchy of evidence: a framework for ranking evidence evaluating healthcare interventions. Journal of clinical nursing, 12(1), 77-84.
Gough, D., Thomas, J., & Oliver, S. (2012). Clarifying differences between review designs and methods. Systematic reviews, 1(1), 28.
Hwang, G. J., & Tsai, C. C. (2011). Research trends in mobile and ubiquitous learning: A review of publications in selected journals from 2001 to 2010. British Journal of Educational Technology, 42(4).
Hyun, E. J., Yeon, H. M., & Choi, K. (2011). Comparison of Young Children`s Reading of a Picture Book with Reading of an Augmented Reality Picture Book. Journal of Children's Literature and Education, 12(2), 147-162.
Johnson, L., Becker, S. A., Estrada, V., & Freeman, A. (2015). NMC horizon report: 2015 library edition (pp. 1-54). The New Media Consortium.
Jung, J., Chun, J. Y., & Choi, Y. (2015). Design and Implementation of the Word Card Learning Content based on Mobile AR. International Journal of Contents, 15(6), 616-631.
Kim, C., & Kim, K. (2011). The effects of experiential learning based on Augmented reality method on the learning of storybooks and involvement in educational activities for preschool children. The Journal of Korea Open Association for Early Childhood Education, 16(4), 449-468.
Kim, I., & Yoo, K. (2018). Effects of augmented reality picture book on the language expression and flow of young children's in picture book reading activities. The Journal of Korea Open Association for Early Childhood Education, 23(1), 83-109.
Kim, J., & Lee, T. (2016). Designing and Exploring the Possibility Science Contents based on Augmented Reality for Students with Intellectual Disability. The Journal of the Korea Contents Association, 16(1), 720-733.
Kim, K. H. (2009a). The Effects of Learning Activities on the Application of Augmented Reality Contents in Elementary Science Instruction. The Journal of Korean Association of Computer Education, 12(5), 75-85.
Kim, K. H. (2009b). The Analysis on Effects of Applying the Contents of Augmented Reality - Focused on the English Class in Elementary. Korea Association of Information Education Quarterly, 13(3), 359-370.
Kim, S., & Kim, S. (2017). The Relationship Between Perceived Usefulness, Learning Flow and Learning Satisfaction of Students in a Class Using a Virtual Dissection Table. Journal of Korean Health & Fundamental Medical Science, 10(2), page 37-43.
Ko, Y., & Kim, C. (2012). Analysis of Educational Effects in Augmented Reality Combined Marker System. Journal of The Korean Assocaition of Information Ecucation, 16(3), 373-382.
Kwon, O., & Kim, J. (2009). An Augmented Reality Based u-Learning Methodology and the Impact on Queuing Theory Learning Method in Management Science. Management Education Review, 57, 113-136.
Kye, B., & Kim, Y. (2008). Investigation on the Relationships among Media Characteristics, Presence, Flow, and Learning Effects in Augmented Reality Based Learning. Educational Technology International, 24(4), 193-224.
Laine, T. H. (2018). Mobile Educational Augmented Reality Games: A Systematic Literature Review and Two Case Studies. Computers, 7(1), 19.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge university press.
Lee, H., Cha, S. A., & Kwon, H. N. (2016). Study on the Effect of Augmented Reality Contents-Based Instruction for Adult Learners on Academic Achievement, Interest and Flow. International Journal of Contents, 16(1), 424-437.
Lee, J., Seo, A., Kim, W. J., Kim, J., Lee, S. Y., & Eom, K. D. (2012). An Intravenous Injection Simulator using Augmented Reality for Veterinary Education. Proceedings of the Korea HCI Conference, 7(2), 25-34.
Lee, J. I., & Yoo, S. H. (2012). Implementation and Application of Fairy-Tale Book of an Augmented Reality Based on Smartphone and Web browser. Journal of the Korean Association of information Education, 16(2), 201-209.
Lee, J. S., Sim, H. A., Kim, K. Y., & Lee, K. S. (2010). Effects of reality based science Learning program on Learning motivation and achievement: Development and implementation of elementary school Level's science Learning program applied the Keller's ARCS model. Theories and Practice of Education, 15(1), 99-121.
Lee, S., & Kim, K. (2012). A Development and Application of the Learning Objects of Geometry Based on Augmented Reality. Journal of the Korean Association of information Education, 16(4), 451-462.
Lee, Y., & Han, K. (2018). A Study on the Influence of the Application of Augmented Reality Technique-based learning contents in universal- learning-design-applied middle school Geography Subject Integrative Instruction on Inclusive Class Students' Academic Achievement and Class At. Korean Journal of Physical, Multiple, & Health Disabilities, 61(1), 285-312.
Lee, T. S. (2017). The Effects of Augmented Reality based Guiding Inquiry Intervention on Science of Students with Learning Disabilities. The Journal of Inclusive Education, 12(22), 251-271.
Lee, T. S., & Lee, D. W. (2015). The Effects of Augment Reality Based Intervention and Conceptual Meaning Mapping Strategy on Science Learning Abilities and Interests of Students with Mental Retardation. Journal of Learner-Centered Curriculum and Instruction, 15(4), 421-441.
Lee, T. S., & Ryu, J. Y. (2014). The Effects of Augment Reality Based Language Intervention Program on Language Abilities and Learning Aptitudes of Students with Learning Disabilities. The Korea Journal of Learning Disabilities, 11, 31-52.
Noh, K., Jee, H., & Lim, So. (2010). Effect of Augmented Reality Contents Based Instruction on Academic Achievement, Interest and Flow of Learning. The Journal of the Korea Contents Association, 10(2), 1-13.
Park, Y., & Byun, H. (2009). Educational Mobile Contents for A Preschool Child using Marker Recognition Technology and Tangram. Proceedings of the Korea Multimedia Society Conference, 148-151.
Pi, S., & Lee, M. (2016). Developing a Convergent Class Model of Augmented Reality and Art. Journal of Digital Convergence, 14(5), 85-93.
Piaget, J. (1964). Part I: Cognitive development in children: Piaget development and learning. Journal of research in science teaching, 2(3), 176-186.
Radu, I. (2014). Augmented reality in education: a meta-review and cross-media analysis. Personal and Ubiquitous Computing, 18(6), 1533-1543.
Ryu, J. H., Jo, I, H., Huh, H. O., Kim, J. H., Kye, B. K., & Ko, B. S. (2006). Research Report on Augmented Reality-based Next Generation's Experiential Learning Model. Seoul: Korea Education and Research Information Service.
Seo, H. J. (2008). Relationships among Presence, Learning Flow, Attitude toward Usability, and Learning Achievement in an Augmented Reality Interactive Learning Environment. Journal of Korean Association for Educational Information and Media, 14(3), 137-165.
Shim, H. Y., Cho, S. H., & Kim, H. J. (2017). Development and Effect of Convergence Talent Education Program based on the Augmented Reality (AR) for the 4th Industrial Revolution. Journal of Culture Industry, 17(3), 119-127.
Song, S., Lee, J., & Park, T. (2016). Educational Technology and Innovation in Korean Higher Education: Contributions and Future Directions. Educational Technology International, 32(4), 677-705.
Yang, E. & Ryu, J. (2018). The Effect of Segmentation Principle on Usability and Cognitive Load in Augmented Reality. Educational Research, 40(1), 49-71.
Yu, J. S. (2012). The Interactive Learning Experience by Integrating Educational Robots into the Augmented Reality. Journal of the Korean Association of information Education, 16(4), 419-427.
*원문 PDF 파일 및 링크정보가 존재하지 않을 경우 KISTI DDS 시스템에서 제공하는 원문복사서비스를 사용할 수 있습니다.
출판사/학술단체 등이 한시적으로 특별한 프로모션 또는 일정기간 경과 후 접근을 허용하여, 출판사/학술단체 등의 사이트에서 이용 가능한 논문
※ AI-Helper는 부적절한 답변을 할 수 있습니다.