프로젝트 기반 생성형 AI와 메타버스를 활용한 수업 사례 연구
Case Study on Teaching with Project-Based Generative AI and Metaverse
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참고문헌
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초록
본 연구는 예비종교교사를 대상으로 메타버스와 생성형 AI를 활용한 수업의 효과성을 질적사례연구를 통해 분석했다. 경기도 소재 A대학교 기독교교육과 3학년 학생 8명을 대상으로 전공과목인 ‘e-성경공부교재설계’를 프로젝트학습(PBL) 기반의 메타버스와 생성형 AI를 활용한 수업을 설계 및 진행했다. 학습자들은 교회학교 현장 분석을 통해실제적인 문제를 도출 후 문제해결을 위해 생성형 AI를 활용한 성경공부 교재를 개발했다. 개발 과정은 성경 스토리보드 작성 후 생성형 AI를 활용해 그림, 음성, 배경음악을 생성해 디지털 성경 그림동화책을 개발한 후 메타버스 환경에구현했다. 결과 분석을 위해 학습자들의 성찰저널과 인터뷰를 심층 분석했으며, 이를 통해 학습자들은 생성형 AI 및메타버스 환경을 활용한 학습은 학습에 대한 흥미와 몰입도를 증가시켰을 뿐만 아니라 생성형 AI와 메타버스에 대한활용 역량과 AI융합교육의 필요성 인식에도 긍정적 변화를 보였다. 또한, 자기주도적 학습과 협력적 문제 해결 과정을통해 교실을 넘어 일상생활 속으로 학습 경험의 확장 가능성을 발견할 수 있었다. 다만 본 연구는 제한된 시간과 인원을대상으로 진행됨으로 인해 결과의 일반화에는 한계가 있으나, 생성형 AI와 메타버스를 활용한 교육이 대전환 시대의대안적 교육 방법으로서의 가능성을 제시했다.
Abstract
This study analyzed the effectiveness of lessons using metaverses and generative AI for pre-religious teachers through a qualitative case study. Eight third-year students in the Department of Christian Education at A University in Gyeonggi-do, South Korea, designed and conducted a project-based learning (PBL)-based class on 'e-Bible study material design' using metaverses and generative AI. The students analyzed the church school site, identified practical problems, and developed Bible study materials using generative AI to solve the problems. After storyboarding the Bible, they used generative AI to generate pictures, voices, and background music and implemented them into a digital Bible picture storybook and metaverse environment. To analyze the results of the study, we conducted an in-depth analysis of learners' reflection journals and interviews, and found that learning with generative AI and metaverse environments not only increased interest and immersion, but also showed positive changes in their ability to utilize generative AI and metaverse and their awareness of the need for AI convergence education. In addition, we confirmed the possibility of extending the learning experience beyond the classroom into everyday life through self-directed learning and collaborative problem-solving processes. However, the generalizability of the results is limited due to the limited time and number of participants in this study, but it suggests the possibility of education using generative AI and metaverses as an alternative education method in the era of great transformation.
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