초등학교 VR 활용 교육이 학생들의 자기효능감에 미치는 영향
The effect of Elementary School VR Education on Student's Self-efficacy
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초록
본 연구는 가상현실(VR) 기술을 활용한 VR 메이킹 교육 프로그램이 초등학생의 자기효능감에 미치는 영향을 분석하였다. VR 메이킹은 학생들이 단순히 가상현실 콘텐츠를 경험하는 것을 넘어, 자신이 직접 제작에 참여함으로써 학습에 대한 자신감을 증진할 수 있는 교육 방법이다. 본 연구는 자기효능감의 하위 요소인 자신감, 자기조절 효능감, 과제 난이도 선호에 초점을 맞추어 초등학교 5학년 학생들을 대상으로 실험을 진행하였다. 실험집단(15 명)은 4주간 VR 메이킹 교육을 받았고, 비교집단(30명)은 해당 프로그램에 참여하지 않았다. 연구 결과, VR 메이킹 교육을 받은 실험집단의 학생들은 자기효능감의 모든 하위 요소에서 유의미한 향상을 보였다. 이들은 직접적인 콘텐츠 제작 경험을 통해 과제를 해결하는 능력과 자신감을 키웠으며, 자기조절 능력과 도전적 과제에 대한 선호 도 또한 높아졌다. VR 메이킹 활동이 초등학생의 자기효능감 증진에 긍정적인 영향을 미친다는 사실을 실증적으로 확인하였으며, 이를 통해 VR 활용 교육의 초등교육에서의 시사점을 제공한다.
Abstract
This study analyzed the effects of a VR making education program utilizing virtual reality (VR) technology on the self-efficacy of elementary school students. VR making is an educational method that can enhance student's confidence in learning by going beyond simply experiencing virtual reality content and directly participating in its production. This study focused on the sub-elements of self-efficacy such as confidence, self-regulation efficacy and preference for task difficulty and conducted an experiment targeting fifth-grade elementary school students. The experimental group (15 students) received VR making education for 4 weeks and the comparison group (30 students) did not participate in the program. The results of the study showed that students in the experimental group who received VR making education showed significant improvements in all sub-elements of self-efficacy. They increased their ability to solve tasks and confidence through direct content production experience and their self-regulation ability and preference for challenging tasks also increased. It was empirically confirmed that VR making activities had a positive effect on enhancing elementary school student‘s self-efficacy and through this it provides implications for VR-based education in elementary education.
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