실감기술(Reality Technology)에 대한 교사와 예비교사의 인식과 활용방안 연구
A Study on Teachers' and Pre-Service Teachers' Recognition and Utilization of Reality Technology
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Reality technology is a generic term for virtual reality and augmented reality technology, and is expected to be effective when applied to education. In preparation for the application of this technology, I investigated their perceptions, attitudes and utilization to find out what teachers and pre-service teachers think about reality technology. As a result, there was no difference in recognition, attitude, and utilization level of actual condition among the teacher group, but the pre-service teacher group showed a positive appearance in terms of attitude and utilization. As a result of analyzing by background factor, there was no difference between men and women, and between major academic fields, but there was a difference between ages. The group in their 20s had a lower perception area than the group in their 30s or older, but showed higher scores in terms of attitude and utilization. This means that people in their 20s can respond quickly and flexibly to reality technology. Those in their 30s and older are a group of teachers, and there was no significant change in perception, attitude, and ability to use them. Therefore, the teacher group needed follow-up education such as training.
Abstract
Reality technology is a generic term for virtual reality and augmented reality technology, and is expected to be effective when applied to education. In preparation for the application of this technology, I investigated their perceptions, attitudes and utilization to find out what teachers and pre-service teachers think about reality technology. As a result, there was no difference in recognition, attitude, and utilization level of actual condition among the teacher group, but the pre-service teacher group showed a positive appearance in terms of attitude and utilization. As a result of analyzing by background factor, there was no difference between men and women, and between major academic fields, but there was a difference between ages. The group in their 20s had a lower perception area than the group in their 30s or older, but showed higher scores in terms of attitude and utilization. This means that people in their 20s can respond quickly and flexibly to reality technology. Those in their 30s and older are a group of teachers, and there was no significant change in perception, attitude, and ability to use them. Therefore, the teacher group needed follow-up education such as training.
참고문헌 (26)
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