利用元数据开发电子教学法程序的研究

Young Jae Jo, Young Gae Cho
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摘要

目的 本研究的目的是利用 Metaverse 开发一个 e-PBL 程序,并将其应用于课堂,以验证其有效性。方法 为此,本研究根据 ADDIE 设计模型程序开发了一个程序。首先,根据内容分析法进行文献和案例分析后,通过分类过程得出设计原则和支持结构。并根据设计原则完成了草案。其次,通过专家 FGI 对方案草案进行改进和补充。在反映 FGI 结果完成方案终稿后,进行有效性验证。第三,在将最终草案应用于课堂教学后,就开放式调查项目进行了满意度调查和访谈。结果 本研究的结果如下。首先,通过内容分析法的第三次分类过程,得出了五项设计原则和支持结构,并结合这些原则和结构得出了方案草案。其次,对方案草案进行了专家 FGI,以确定改进和补充之处,并通过反映这些要点完成了方案的最终草案。第三,通过对方案终稿进行专家验证(CVI)测试和评分者间信度测试,确保了方案终稿的效度(0.88)和信度(0.76)。第四,在将最终方案应用于班级后,进行了前后满意度调查,结果证实,后满意度(4.63)比前满意度(4.57)有所提高。针对开放式调查问题,与五名学生进行了个别访谈,确认了该项目在哪些方面有帮助、哪些方面有困难、哪些方面需要改进或希望改进。结论 本研究利用 Metaverse 开发了一个 e-PBL 程序,用于在数字时代所需的虚拟空间中进行协作和解决问题的学习,并调查了将其应用于课堂的效果。预计这将能够为未来教育领域所需的元宇宙的使用可能性和教授研究与发展提供有意义的信息。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A Study on the Development of e-PBL Program Using Metaverse
Objectives The purpose of this study is to develop an e-PBL program using Metaverse and apply it to classes to verify its effectiveness. Methods For this purpose, this study developed a program according to the ADDIE design model procedure. First, after conducting literature and case analysis according to the content analysis method, design principles and support structures were derived through a categorization process. And a draft was completed based on the design principles. Second, improvements and supplements were derived through expert FGI on the draft program. After completing the final draft of the program by reflecting the results of FGI, validity verification was conducted. Third, after applying the final draft to the class, a satisfaction survey and an interview regarding open-ended survey items were conducted. Results The results of this study are as follows. First, five design principles and support structures were derived through the third categorization process of the content analysis method, and a draft program was derived by combining them. Second, expert FGI was conducted on the draft program to identify points of improvement and supplementation, and the final draft of the program was completed by reflecting these points. Third, validity (.88) and reliability (.76) were secured by conducting an expert validation (CVI) test and an inter-rater reliability test on the final draft of the program. Fourth, after applying the final plan of the program to the class, pre- and post-satisfaction was conducted, and it was confirmed that post-satisfaction (4.63) improved compared to pre-satisfaction (4.57). As a result of conducting individual interviews with five students in response to open survey questions, it was confirmed what was helpful, what was difficult, and what improvements or wishes were made in the program. Conclusions This study developed an e-PBL program using Metaverse for collaboration and problem-solving learning in virtual space required in the digital era, and investigated the effects of applying it to classes. It is expected that this will be able to provide meaningful information for the possibility of using the metaverse needed in future educational fields and for professorial research and development.
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