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메타버스 플랫폼을 활용한 그룹 프로젝트 기반 수업에 대한 영어교육 전공 학습자들의 인식: 텍스트마이닝을 통한 분석

The perception of English education major learners on group project-based classes using the metaverse platform: Analysis through text mining

김지은
현대영어교육학회 (The Modern English Education Society)|2022.09|현대영어교육 (Modern English Education)|제23권 제3호|pp. 24-32

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키워드

메타버스영어교육English educationgroup projectmetaverse그룹프로젝트

초록

The purpose of this study was to analyze the perception of learners who performed group activities through the Metaverse platform, and to explore teaching strategies for effective group project-based classes through the Metaverse platform. The perception of English education majors on performing group activities through Gather.town was conducted by analyzing text mining, extracting related contexts, and designing strategies based on instructors’ self-report. The main results are as follow. Regarding the group activities of the class project performed on the Metaverse platform, the learners recognized that the interaction was active, and that participation and class performance were high. Also, based on the analysis of instructors’ self-report, the instructor should redesign the class as a class optimized for the Metaverse environment, and should play the role of facilitator to enable interaction and participation. It is expected that the specific strategies in this study will be useful to teachers, wanting to use the Metaverse platform to improve the class performance.

Abstract

The purpose of this study was to analyze the perception of learners who performed group activities through the Metaverse platform, and to explore teaching strategies for effective group project-based classes through the Metaverse platform. The perception of English education majors on performing group activities through Gather.town was conducted by analyzing text mining, extracting related contexts, and designing strategies based on instructors’ self-report. The main results are as follow. Regarding the group activities of the class project performed on the Metaverse platform, the learners recognized that the interaction was active, and that participation and class performance were high. Also, based on the analysis of instructors’ self-report, the instructor should redesign the class as a class optimized for the Metaverse environment, and should play the role of facilitator to enable interaction and participation. It is expected that the specific strategies in this study will be useful to teachers, wanting to use the Metaverse platform to improve the class performance.

참고문헌 (27)

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