초등학생 대상 실감형 콘텐츠를 활용한 영어 과학 어휘수업 효과
The Effectiveness of English Science Vocabulary Classes for Elementary Students Using Tangible Content
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초록
The purpose of this study is to examine the affective domains and the acquisition of English science vocabulary between the experimental group (n = 21) participating in content-based language learning using tangible contents and the control group (n = 21) that used textbook materials. Experimental group learners used two types of applications on the tangible contents which are app book based on virtual reality and AR (augmented reality) activity paper. The content of English science was modified and supplemented referring to the science textbook for fifth grade students in Korean elementary school and an American textbook ‘The Plant’. The evaluation of affective domains analyzed the changes in attitude toward interest, self-confidence, participation, and flow. The evaluation of cognitive efficacy analyzed improvement of vocabulary ability in the science subject. The results suggested that the affective domains of the experimental group showed significant difference compared to the control group using the textbooks. However, the results of the vocabulary test score analyzed by t-test showed that both groups had no significant difference. Based on these findings, further research needs to apply tangible-type learning contents to various subjects.
Abstract
The purpose of this study is to examine the affective domains and the acquisition of English science vocabulary between the experimental group (n = 21) participating in content-based language learning using tangible contents and the control group (n = 21) that used textbook materials. Experimental group learners used two types of applications on the tangible contents which are app book based on virtual reality and AR (augmented reality) activity paper. The content of English science was modified and supplemented referring to the science textbook for fifth grade students in Korean elementary school and an American textbook ‘The Plant’. The evaluation of affective domains analyzed the changes in attitude toward interest, self-confidence, participation, and flow. The evaluation of cognitive efficacy analyzed improvement of vocabulary ability in the science subject. The results suggested that the affective domains of the experimental group showed significant difference compared to the control group using the textbooks. However, the results of the vocabulary test score analyzed by t-test showed that both groups had no significant difference. Based on these findings, further research needs to apply tangible-type learning contents to various subjects.
참고문헌 (49)
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