VR을 활용한 초등 역사수업 교수 경험에 관한 자문화기술지

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Objectives This study aimed to deeply reveal the aspects of a history class conducted by an elementary school teacher using VR, as well as the experiences and meanings experienced by teachers and students during the class. Through this, it aims to suggest alternative perspectives and approaches that can more effectively utilize VR in elementary history classes and social studies textbooks. Methods To achieve this, autoethnography was utilized, as it was deemed appropriate for vividly capturing the aspects of elementary history classes using VR in the context of my life, including reflection and introspection. I collected, analyzed, and interpreted the data by following the research procedures suggested by Chang (2008), Park Soon-yong, Chang Hee-won, and Cho Mi-na (2010), and Lee Dong-sung (2020). Results The elementary history class using VR for one semester was successful at first, but fell short of expectations as it went on. However, I was able to find meaning in the process. The elementary history class using VR showed a positive effect of increasing the interest and participation of the early students. However, as it went on, unexpected difficulties arose for me and the students, which led to a decrease in the students’ interest and my own confidence. However, through this experience, I was able to find ways to utilize VR in elementary history classes and social studies textbooks, as well as future tasks. Conclusions I hope that VR will be effectively utilized in elementary social studies classes, elementary history classes, and social studies textbooks, and I would like to propose the following discussion points. First, in order to effectively utilize VR in elementary history classes, teachers should demonstrate their expertise to interpret the curriculum and textbooks and decide on the appropriate class period for utilizing VR. After that, they should use the minimum amount of effectively organized VR content in that class period. Second, they should prepare HMDs and smartphones with sufficient performance to experience VR. Third, the time spent experiencing VR should not exceed 10 minutes at a time, and the number of times it should be used should not exceed one time per class period. Fourth, they should develop high-quality VR content for elementary history classes. Fifth, they should develop a platform or program that allows teachers to easily create VR content themselves or modify completed VR content to fit their classes.