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가상현실 특성을 반영한 생물 수업 적용 방안 탐색

Exploring the Characteristics of Virtual Reality and Its Application to Biology Class

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The purpose of this study is to explore the characteristics of virtual reality that have been studied in the education field and to suggest the strategies to apply virtual reality technologies to the biology classrooms. For this study, we started from searching for studies on the domestic and international databases using the keywords‘virtual reality’ and ‘education’, and then selected 44 papers that conducted educational experiments. Based on the theoretical background of these papers, we categorized the characteristics of virtual reality as a media and analyzed the effects of application of virtual reality to biology classrooms. As a result, first, three characteristics of virtual reality were identified as follow: ‘manipulation’, ‘multisensory’, and ‘interaction’. Second, the feasibility of applying virtual reality to the class was suggested through the development of the class activities reflecting these characteristics of virtual reality. Third, we identified that the application of virtual reality can facilitate positive effects on both cognitive aspect such as ‘high-level thinking’ and affective aspect such as affordance, sense of presence and immersion by analyzing previous experimental studies. Finally, we proposed that qualitative approaches were necessary to examine the educational effects of cognitive and affective aspects, and further suggested ananalytical framework (Level of Model) for measuring the effects of virtual reality on the cognitive aspect, which includes the following components: structure, system, visualization, and labeling.

Abstract

The purpose of this study is to explore the characteristics of virtual reality that have been studied in the education field and to suggest the strategies to apply virtual reality technologies to the biology classrooms. For this study, we started from searching for studies on the domestic and international databases using the keywords‘virtual reality’ and ‘education’, and then selected 44 papers that conducted educational experiments. Based on the theoretical background of these papers, we categorized the characteristics of virtual reality as a media and analyzed the effects of application of virtual reality to biology classrooms. As a result, first, three characteristics of virtual reality were identified as follow: ‘manipulation’, ‘multisensory’, and ‘interaction’. Second, the feasibility of applying virtual reality to the class was suggested through the development of the class activities reflecting these characteristics of virtual reality. Third, we identified that the application of virtual reality can facilitate positive effects on both cognitive aspect such as ‘high-level thinking’ and affective aspect such as affordance, sense of presence and immersion by analyzing previous experimental studies. Finally, we proposed that qualitative approaches were necessary to examine the educational effects of cognitive and affective aspects, and further suggested ananalytical framework (Level of Model) for measuring the effects of virtual reality on the cognitive aspect, which includes the following components: structure, system, visualization, and labeling.

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