실감형 콘텐츠 체험교실 운영에 대한 특수교사의 인식

Abstract

The purpose of this study is to explore special education teachers’ perceptions regarding the operation of an immersive content experience classroom, as well as suggest efficient operational plans based on the results. For this, focus group interviews were conducted with seven special education teachers who work in a special school with an immersive content experience classroom and are in charge of the classroom operation. Collected data was analyzed using a constant comparative analysis method. As a result, four categories, 10 themes, and 36 sub-themes were derived. The results of this study are as follows. First, use of the immersive content experience classroom is still at the beginner level; it is mainly used for interests or experience, rather than for educational purposes. Also, it was found that students’ level of intelligence and physical manipulation as well as teachers’ ability to use this classroom setting had a great influence on classroom usage. Second, the limitations of using immersive content experience classrooms includes a lack of teachers’ ability to use them, students’ difficulty using the programs, a lack of programs suitable for various requirements, and insufficient classroom usage in connection with curriculum. Third, the effects of using immersive content experience classrooms include increasing students’ interest and participation in learning, a reduction in students’ challenging behaviors, providing realistic experience opportunities that redeem disabilities or environmental limitations, and providing opportunities to experience new technologies according to societal change. Last, for successful use of the immersive content experience classroom, it is required to develop high quality and easy-to-use programs that meet the educational needs of students with disabilities; it is also crucial to strengthen teachers’ competencies for efficient use of immersive contents, continuous program updates and device repairs. Based on these results, the implications for effective operational plans for the immersive content experience classroom were discussed.