메타버스 플랫폼을 활용한 실과 교과의 블렌디드 학습 방안에 대한 연구

Abstract

This study proposes a method for applying blended learning using Metaverse to practical and
 subject-based education. The research process involved conducting classes with prospective teachers
 using a blended learning method with Metaverse. Subsequently, we surveyed participants to assess
 their experience, the applicability of the method, its effectiveness, and their willingness to use it.
 and provided implications through statistical analysis and mentoring by field teachers. The results of
 the lesson design are as follows.
 First, using the Metaverse in Practical Arts subjects classes proved effective in stimulating
 interaction and interest among prospective teachers, regardless of whether the setting was
 face-to-face or non-face-to-face. Following their exposure to the Metaverse and blended classes, the
 practical subject matter was found to be effective. There was a more positive response regarding
 the effect of blended learning on both theory and practical education. Moreover, a positive
 perception of its ability to enhance interest and immersion appeared to have existed even before the
 classes.
 Second, while pre-service teachers' experience of teaching using the Metaverse did not
 significantly change their opinions on difficulty level and technical challenges, it positively affected
 their willingness to use Metaverse in their own classes in the future.
 Third, practical teaching and learning materials were developed based on class experiences with
 the Metaverse and guidance from field teachers. Through this process, specific learning methods and
 considerations for using the Metaverse were proposed. These include an emphasis on experience,
 enhancing interaction, and linking embedded functions.
 We hope this study will serve as foundational research on Eduech-based learning methods for
 Practical Arts education and encourage the development of learning materials based on various
 Metaverse platforms.