모바일 기반 현장체험학습 시스템의 사용성 평가
Usability Evaluation of the Field-Experience Learning System using Mobile Devices
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본 연구는 모바일기반 현장체험학습 시스템에 대한 사용성 평가를 실시하여 실제 학교현장에서 활용 가능한 시스템 개발의 프레임워크를 도출하고자 한다. 사용성 평가 도구는 교육 분야에서 필요로 하는 사용성 평가항목을 기초로 하여모바일기반 현장체험학습 시스템이라는 특성을 고려하여 설계하였다. 사용성 평가는 2차례에 걸쳐 이루어졌으며 사전조사에서 나타난 문제들에 대해 기능적인 부분을 대폭 보완하고 2차 사용성 평가를 수행하였다. 시스템 전반적으로 보면 2차 조사에서 교수 설계 영역이 95점, 기술적 특성 영역 85점, 사용자 인터페이스 영역 82점, 학습내용 영역 70점으로 나타났다. 특히 두번에 걸친 사용성 평가에서 학습내용영역의 점수가 소폭 상승한 반면 나머지 3영역에서는 평가점수가 대폭 상승한 것으로 나타났다. 내용적으로는 지도 기반의 탐구활동 기능, 학생들의 위치정보와 탐구활동 진행과정 확인 기능, 학생 활동에대한 피드백 제공 기능 등이 유용한 것으로 평가되었다. 학습내용 영역과 관련하여 어떤 탐구활동 문제를 저작했을 때 사용자의 만족도가 높게 나타나는지에 대해서 문제 유형을 달리하여 지속적으로 모니터링을 할 필요가 있는 것으로 판단되었다. 본 연구의 향후 과제로 현장체험학습 사후단계에서 수행하는 학습활동을 분석하고, 사후단계에서 요구되는 기능을 도출하여 시스템에 추가 보완하는 작업이 필요할 것으로 사료된다.
Abstract
The purpose of this research is to introduce a system development framework that can be utilized at school by evaluating the usability of the field experience learning system using mobile devices. A tool was designed for usability evaluation on the basis of usability evaluation items which are needed in education by considering the characteristics of the field experience learning system. In this study usability evaluation was performed twice. The 2nd usability evaluation was conducted after revising and complementing the system based on the results of the 1st usability evaluation. The results of the 2nd usability evaluation in four areas of evaluation are as follows: 95 points in instructional design, 85 points in technical characteristics, 82 points in user interface, and 70 points in learning contents, respectively. The evaluation points in the areas of instructional design, technical characteristics, and user interface have soared up while the point in the area of learning contents has increased slightly. As seen from the evaluation contents, it is evaluated that the items such as inquiry activity based on the map, location information of students and confirmation of progress of inquiry activity, and feedback of students activity are useful. In the area of learning contents, it is necessary to continuously monitor what types of inquiry activity problems could increase user satisfaction. In the future, it is necessary to complement the evaluation system by analysing learning activities in the post-stage of field experience learning and coming up with functions required in that stage.
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