뉴노멀 시대, Gather.town과 Ifland 앱 활용 초등무용교육 모형 탐색
The new normal era of exploring the elementary dance education model using the Gather.twon and Ifland app
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This study aims to explore the prospects of metaverse for an elementary dance education by adopting a teaching strategy to maximize interaction between learners by looking at the New Normal era, Gather.town and Ifland. We examined the actual conditions of learners’ experiences and interactions in dance education using metaverse, and designed the education model in four stages from the perspective of interaction, learning immersion, interest, and subjectivity, and social relations. Based on this, the results of the study are as follows. First, it can be seen that in the ‛class preparation’ stage, learners’ interest can be induced by sharing photos and videos of Gather.town, and direct and autonomous experiences can be provided in the lecture content through interactions between professors and learners. Second, in the ‛class setting’ stage, it can be seen that high-quality classes can be provided because instructors and learners can participate in the virtual world to increase immersion in classes, and learn movement details quickly through all-round visual adjustment. Third, it can be seen that in the ‛class performance’ stage, learners’ autonomy and originality can be improved by improving learners’ creativity, observation, and aesthetic ability in a virtual space freely arranged in groups. Fourth, in the ‛class evaluation’ stage, it can be seen that the instructor can give intuitive guidance and feedback to the learner in the virtual stage environment by the function of the spotlight. Therefore, through the dance class model using Gather.town and Ifland, learners’ immersion was increased, and a positive effect was produced in terms of the usefulness of interest in dance classes and participation.
Abstract
This study aims to explore the prospects of metaverse for an elementary dance education by adopting a teaching strategy to maximize interaction between learners by looking at the New Normal era, Gather.town and Ifland. We examined the actual conditions of learners’ experiences and interactions in dance education using metaverse, and designed the education model in four stages from the perspective of interaction, learning immersion, interest, and subjectivity, and social relations. Based on this, the results of the study are as follows. First, it can be seen that in the ‛class preparation’ stage, learners’ interest can be induced by sharing photos and videos of Gather.town, and direct and autonomous experiences can be provided in the lecture content through interactions between professors and learners. Second, in the ‛class setting’ stage, it can be seen that high-quality classes can be provided because instructors and learners can participate in the virtual world to increase immersion in classes, and learn movement details quickly through all-round visual adjustment. Third, it can be seen that in the ‛class performance’ stage, learners’ autonomy and originality can be improved by improving learners’ creativity, observation, and aesthetic ability in a virtual space freely arranged in groups. Fourth, in the ‛class evaluation’ stage, it can be seen that the instructor can give intuitive guidance and feedback to the learner in the virtual stage environment by the function of the spotlight. Therefore, through the dance class model using Gather.town and Ifland, learners’ immersion was increased, and a positive effect was produced in terms of the usefulness of interest in dance classes and participation.
참고문헌 (24)
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