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VR 콘텐츠 기반 생명과학 학습에서 대학생의 두뇌 연결성 분석 - 휴지상태 fMRI의 적용 -

College Student’s Brain Connectivities in Life Science Learning with VR Contents – Resting State fMRI Approach –

권용주|권승혁|최수연
한국생물교육학회 (The Korean Society of Biology Education)|2018.03|생물교육 (BIOLOGY EDUCATION)|제46권 제1호|pp. 71-79|DOI 10.15717/bioedu.2018.46.1.71

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키워드

high school studentlife science learningVR contentsnon-interactive VRInteractive VRresting state fMRI
주제분류교육학

초록

This study was to investigate college student’s brain connectivity in life sciences learning with VR contents using resting state fMRI. Thirty-six college students were administered resting state fMRI during their learning life science with non-interactive and interactive VR contents, and paper–based contents. CONN17 software was applied to analyze the specific brain-based connectivities of each contents. The results were shown the brain functional connectivity related to acquiring abstract information through visual observation and categorization of information about familiar visual objects in the learning with non-interactive VR contents. On the other hand, the learning with interactive VR contents were involved in procedural understanding of life science knowledge by functional connections of procedural thinking that implement perceptual and cognitive expressions of learners centered on interactions. However, the learning with book-based contents were largely the language-based processing, and the immersion through the familiar learning was not shown. Based on the result, it might be suggested that the learning with VR content can be useful as learning content in life science classroom. In addition, the development of life sciences VR content should be proceeded toward considering the brain stimulation characteristics of the corresponding VR content.

Abstract

This study was to investigate college student’s brain connectivity in life sciences learning with VR contents using resting state fMRI. Thirty-six college students were administered resting state fMRI during their learning life science with non-interactive and interactive VR contents, and paper–based contents. CONN17 software was applied to analyze the specific brain-based connectivities of each contents. The results were shown the brain functional connectivity related to acquiring abstract information through visual observation and categorization of information about familiar visual objects in the learning with non-interactive VR contents. On the other hand, the learning with interactive VR contents were involved in procedural understanding of life science knowledge by functional connections of procedural thinking that implement perceptual and cognitive expressions of learners centered on interactions. However, the learning with book-based contents were largely the language-based processing, and the immersion through the familiar learning was not shown. Based on the result, it might be suggested that the learning with VR content can be useful as learning content in life science classroom. In addition, the development of life sciences VR content should be proceeded toward considering the brain stimulation characteristics of the corresponding VR content.

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