가상현실(VR) 콘텐츠를 활용한 지구과학 교과 수업에서의 학업 정서 변화와 구조적 토픽 모형(STM) 분석

Abstract

Objectives The purpose of this study was to investigate the effect on learner’s academic emotion by using virtual reality (VR) content in the Earth science class, and to analyze their correlation by analyzing the structural topic model (STM) of the students' academic emotional response.
 Methods For this purpose, a class was conducted using virtual reality (VR) contents in the earth science subject for 54 science high school students. In order to measure changes in academic emotion, pre- and post- academic emotion tests were performed and For the structural topic model (STM) analysis of students' academic emotional responses, students' responses were freely expressed in text. The collected data were analyzed by paired t-test and text mining structural topic model (STM) analysis.
 Results As a result of the pre- and post- paired t-test on academic emotions, the application of virtual reality (VR) content to Earth science subjects had a statistically significant difference in academic emotions and Among academic emotions, there was a statistically significant difference in increasing positive emotions and decreasing negative emotions. In addition, as a result of structural topic model (STM) analysis of academic emotions, when positive emotions were increased, the probability of topic expression for “geological unit learning through VR panorama” was statistically significantly higher, When negative emotions were reduced, it was found that the probability of topic expression for “understanding through experience,” “learning of geological units through VR panorama”, and “learning of geological structures” was statistically significantly improved.
 Conclusions Based on these results, the application of virtual reality (VR) content to earth science subjects can improve positive emotions and reduce negative emotions among students' academic emotions. In addition, as shown in the structural topic model results, the improvement of topic expression probability for geological unit learning due to changes in academic sentiment suggests that it can be used as a teaching/learning method in earth science subject classes.