Effects and Implications of Self-discovery Writing for Creative Activities of College Students: Focusing on Writing Across the Curriculum (WAC) Subjects

Abstract

The purpose of this study is to investigate the effects of self-discovery writing on broadcasting, video, and media majors through creative activities, and to derive educational implications accordingly. The self-reflection writing presented in the <Visual Storytelling> class went through a total of three stages based on the structural format of the three acts of video studied by Syd Field in the United States. As a result of analyzing the types of the virtual character settings that appeared in the creative output of a total of 34 learners, I was able summarize them into three types: 1) a type that reflects two or more 2) a type that shows human duality 3) a type that projects oneself as another being. As a result, Ifound that self-discovery writing plays a very important role in the development of learners' creativity along with self-reflection. In addition, this study confirmed the idea that a work which begins with ‘I’ is directly connected to rich material and that ‘self-discovery’ is highly likely to expand into voluntary learning through the integrated development of the concepts covered in the class. The educational implications of this include the re-examination of educational content through learner understanding, the development of convergence education in connection with major subjects, and the introduction of writing as a qualitative means for sincere learning. Currently, AI learning-based writing research is being actively conducted, but ‘self’ learning is as of yet an exclusively human domain, and self-discovery learning through self-exploration needs to be used in various subjects.