성취기준을 디지털화한 콘텐츠가 실과 내용 영역의 관심도에 미치는 영향

Abstract

This study explored ways to evoke interest and enhance enthusiasm among university students in education learning the practical arts curriculum using text-based achievement standards, aiming to foster intrinsic learning motivation. The study employed an experimental approach with students from the College of Education, where content visually representing achievement standards for each practical arts subject area was developed and utilized for the learning process, with learner responses quantitatively analyzed. Data were collected through surveys, and changes in interest in achievement standards before and after applying the visual content were tested using bootstrapping and paired sample T-tests with a 95% confidence level. The analysis confirmed a significant increase in students' interest in practical arts content areas after exposure to the visualized content. Specifically, changes in interest before and after learning with digitized content of achievement standards showed significant differences in human development and proactive life, living environments and sustainable choices, sustainable technology and convergence, and digital society and artificial intelligence. Notably, interest in digital society and artificial intelligence increased the most, with high significance at the 1% level. In contrast, no significant difference was found in technological problem-solving or innovation. These results highlight the importance of using digital resources in teacher training programs to effectively teach achievement standards in practical arts education to university students. This, in turn, is expected to establish a robust foundation for future teachers to implement learner-centered education in actual teaching settings.