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메타버스 환경 속 가상학습의 이론적 토대 및 유형, 그리고 수업의 실제

Virtual learning in the meta-verse: Theoretical foundation, types, and the classroom practices

박휴용
과학교육연구소 (Science Education Research Institute)|2022.03|교사교육연구 (Teacher Education Research)|제61권 제1호|pp. 35-56|DOI 10.15812/ter.61.1.202203.35

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키워드

메타버스증강현실augmented reality가상학습디지털 학습플랫폼기술문해력meta-versevirtual learningdigital learning platformtechno-literacy

초록

본고는 메타버스 속에서의 가상학습이 학교교육에 가져올 변화와 그에 따른 교수학습 전략이 무엇인지에 대해 논의하고자 하였다. 본고는 이 주제를 다루기 위해 다음과 같은 세 가지 연구문제를 설정하였다: i) 메타버스 환경 속에서의 인간의 경험과 학습은 어떻게 변할 것이며, 그러한 가상학습의 가능성과 한계는 무엇인가, ii) 가상학습의 유형과 특징, 그리고 교육적 활용성은 어떠한가, 그리고 iii) 메타버스에 기반한 기술적 도구들이 어떻게 실제 수업에 활용될 수 있는가이다. 이 세 가지 질문을 기반으로 본고는 다음과 같은 결론을 내리고 있다. 첫째, 오늘날 디지털화, 네트워크화, 가상화(사이버화)되고 있는 기술적 변화는 학생들의 학습과 소통의 방식을 근본적으로 변화시키고 있다. 둘째, 메타버스에서는 신체성, 감각성, 정서성 등을 자극하는 탈인지적 경험이 훨씬 더 중요하므로, 학교교육의 지식과 수업매체도 그러한 가상적 경험의 특성에 맞게 변화할 필요가 있다. 셋째, 메타버스에 기반한 학습은 다양한 디지털 학습플랫폼을 활용하여 학생들의 학습성향이나 관심도의 차이, 기술적 매체에 대한 능숙도, 개별적 수준과 학습진도에 따라 상이한 학습과정을 보여주게 될 것이다. 넷째, 가상학습은 증강현실, 생활기록, 거울세계 등의 다양한 유형을 가지며, 각각 서로 다른 학습의 목표에 맞추어 학교교육에서 활용될 수 있다. 마지막으로, 메타버스를 기반으로 한 다양한 온라인 학습플랫폼은 다양한 수준과 관심사를 가진 학생들의 자발성과 흥미, 그리고 팀워크를 촉진하면서 여러 교과들의 실제 학교수업에 효과적으로 활용될 수 있다는 것이다. 본고는 메타버스라는 기술적 환경이 학생들의 학습과 소통에 미치는 영향에 대한 학계와 교육현장의 논의에 의미 있는 시사점을 제공할 수 있을 것이다.

Abstract

This paper discusses how the technological emergence of meta-verse can change the trends of learning and communication of students and affect the teaching and learning in school. To address this theme, this paper set three kernel research questions: i) what is the meta-verse and how can it change the learning and communication of people fundamentally?; ii) what are the types and characteristics of virtual learning and what is the possibilities and limits of it?; iii) how can the technological media and tools developed for the meta-verse be applied to actual classrooms for school content? The discussion of the above questions lead this paper the following conclusions: first, the technological changes of digitalization, networking, and virtualization of the real world has been affecting the essences and styles of learning fundamentally. Second, virtual reality promotes physical, sensual, and emotional stimulus better than cognitive one, which urges the transformation of content knowledge and styles of teaching and learning. Third, the learning based on virtual reality might encourage the diversity and creativity of students that can stimulate the student-driven and customized learning for the varietey of students. Fourth, virtual learning has different versions, such as augmented reality, life-logging, mirror worlds, and each type can be effectively implemented in actual classroom learning by triggering students’ spontaneity, interest, and team works. The discussion of this paper might provide useful insight for the potential of meta-verse on the learning of students.

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