[논문]치위생학과 구강영상학실습 수업에서의 VR활용에 관한 사례 연구

Choi, Yong-Keum; Lim, Kun-Ok

doi:10.13065/jksdh.20220036

치위생학과 구강영상학실습 수업에서의 VR활용에 관한 사례 연구
Case study on the effects of VR educational media on oral imaging practice 원문보기

JKSDH : Journal of Korean Society of Dental Hygiene = 한국치위생학회지, v.22 no.5, 2022년, pp.323 - 332

Choi, Yong-Keum (Department of Dental Hygiene, College of Health Science and Genome-based BioIT Convergence Institute, Sunmoon University) , Lim, Kun-Ok (Department of Dental Hygiene, College of Health Science and Genome-based BioIT Convergence Institute, Sunmoon University)

초록
AI-Helper

연구목적: 연구에서는 치위생학과 학생들을 대상으로 구강영상학실습 수업에 VR교육 매체를 활용하여 구강영상학실습 수업에서의 VR활용에 대한 가능성과 VR활용을 통한 학생들의 학습흥미도, 학습몰입도, 학습동기 등을 중심으로 그 효과성을 확인해 보면서 향후 다양한 치위생 수업에서의 VR활용과 혁신적인 실습 교육과정 개발에 필요한 기초자료를 제공하고자 하였다. 연구방법: 2020년 2학년 2학기 동안 구강영상학 및 실습 교과목을 수강한 학생을 대상으로 연구의 목적과 방법을 기재한 설명문과 동의서를 안내하고 이에 동의하고 서명한 수강생만을 대상으로 연구를 진행하였다(SM-202010-070-2). 연구 참여에 비동의 하거나 불성실하게 응답한 학생을 제외한 39명을 대상으로 최종분석하였다. 정규성 분포를 만족하지 못하고(p>0.05), 시간의 흐름에 따른 교육처치에 대한 상호간의 영향력을 배제할 수 없어 반복측정 분산분석(Repeated Measures ANOVA)에 상응하는 비모수 분석인 프리드만 검정 분석(Friedman two way ANOVA by ran)을 시행하였다. 통계적 유의수준은 p<0.05이었다. 연구결과: 구강영상학실습 교육매체 종류에 따라 학습흥미도, 학습몰입도, 학습동기 모두 통계적으로 유의한 차이가 있는 것으로 나타났다(p<0.05). 학습흥미도에서는 VR장비 1차사용에서, 학습몰입도와 학습동기에서는 X-ray 장비사용 후에 가장 높은 인식도를 보였다. 결론: VR 교육매체의 활용은 구강영상학실습 수업과정에서 학생들의 수업의 흥미도, 몰입도, 학습동기 등을 이끌어 낼 수 있다고 판단되며, 비대면 실습수업, 대면 실습수업에서 전통적인 X-ray장비와 더불어 VR 교육매체를 함께 활용한다면 구강영상학실습 학습의 긍정적인 효과를 충분히 얻을 수 있을 것으로 기대한다.

Abstract ▼ AI-Helper

Objectives: This study aims to confirm the educational necessity and utilization of VR media. And it was conducted to prepare basic data necessary for the use of VR in various dental hygiene education in the future and the development of innovative practical training courses. Methods: Before and after using VR in oral radiology practice classes, learning interest (4 items), learning commitment (9 items), learning motivation (5 items), educational media preference (4 items), and satisfaction (10 items) were investigated and analyzed. Friedman two way ANOVA by ran a nonparametric analysis corresponding to repeated measures ANOVA was performed. The statistical significance level was 0.05. Results: It was found that there were statistically significant differences in learning interest, learning immersion, and learning motivation according to the type of oral radiology practice education medium (p<0.05). Conclusions: VR is expected that the use of learning media using VR will lead to students' interest, immersion, and learning motivation in class, and that positive learning effects on VR education media can be sufficiently obtained.

주제어

표/그림 (9)

표 Table 1. VR equipment utilization plan and contents in oral radiology practice class
그림 Fig. 1. VR device used in oral radiology practice class and its application
그림 Fig. 2. Time of study survey
표 Table 2. General characteristics of the study subjects (N=39)
표 Table 3. Differences in learning interest, learning immersion, and learning motivation by type of oral radiology practice education Unit: Mean±SD (N=39)
표 Table 4. Differences in learning interest, learning immersion, and learning motivation by type of oral radiology practice education Unaitn: ±MeSD
표 Table 5. Satisfaction with learning about VR use in oral radiation practice class (N=39)
표 Table 6. Correlation between VR use learning satisfaction, learning interest, learning immersion, and learning motivation* (N=39)
표 Table 7. Preference for practical education media in oral radiology practice classes (N=39)

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동의어: Packet Collision Rate

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