학습실재감 및 능동적 학습에 기반한 메타버스 교육 플랫폼 설계 개발과 학습효과 연구

Abstract

Objectives This study analyzed the design development and learning effect of the Metaverse Education Platform (MEP) to promote learning presence and active learning.
 Methods The design and development process of MEP was analyzed, and the learning effect (knowledge, attitude, behavior) of 245 people who responded to both the pre-post survey link among 573 people who visited the MEP from February 18 to March 10, 2022 were analyzed. The interactive content analysis subjects analyzed the impressions of 221 people out of 260 people who posted their opinions on the questionnaire and bulletin boards.
 Results The design process was designed by developing the program logic to promote learning reality and active learning. As a result of the interactive content analysis, there were many responses to learning presence (realism, attitude/behavioral change) and active learning (initiative, benefit, creativity, ease). As a result of comparative analysis of pre-post learning effect (N=245 persons), the change in knowledge area was high, followed by and behavioral changes. As a result of cross-analysis (row percentage, chi-square) according to age and voting rights, there was no significant difference (1.8%p) in the knowledge domain, but the learning effect in the attitude (14.8%) and behavior (10.7%p) domains in the voting group. difference was high.
 Conclusions This study proposed and discussed how the metaverse election education platform was designed to promote participants' learning presence and active learning, and suggested and discussed the main elements to improve learning effects in terms of knowledge, attitude, and behavior.