에듀테크 활동이 유아의 조망수용능력과 놀이성에 미치는 영향
- 주제(키워드) 도움말 에듀테크 , 놀이성 , 조망수용능력
- 발행기관 강릉원주대학교 일반대학원
- 발행년도 2022
- 학위수여년월 2023. 2
- 학위명 석사
- 학과 및 전공 도움말 일반대학원 유아교육과
- 세부분야 해당없음
- 실제URI http://www.dcollection.net/handler/kangnung/000000011352
- UCI I804:42001-000000011352
- 본문언어 한국어
초록/요약 도움말
Abstract The Impact of Edutech Activity on Young Children’s Perspective Taking Ability and Playability Jung, Kyung-Mi Department of Early Childhood Education Graduate School of Gangneung-Wonju National University Supervisor : Yoo, Gu-Jong. Ph. D. The study aims to examine how to affect the differences and changes in the perspective taking ability and playfulness of young children in the composition of app activities and activities in Edutech environment. According to this research purpose, in this study, 38 four-year-old children and 2 teachers at M daycare center located in W city, Gangwon-do were selected as the research subjects. Of these, one group of 19 children were assigned to an application activity group using AI and AR·VR Edutech environment, and the other group of 19 children were assigned to a play-oriented activity group based on the Nuri curriculum, randomly. The data in this study was collected once a week, with total 15 sessions between March 21, 2022 and July 2, 2022. For the perspective taking test, a picture tool modified and supplemented by Kim Yong-hee (1995), based on the test tool produced by Kurdek and Rodgon (1975) was used. The one-way ANCOVA verification method for pre- and post-experiments was used for spatial and cognitive perspective taking abilities, which are sub-elements of perspective taking ability. For the playfulness test tool, some questions of Children’s Playfulness Scale made by Barnett(1991) in order to measure play propensity based on the definition of Liberman (1965) was used with the scale modified and supplemented by Kim Mi-sook (2001) of the contents translated and used by Yoo Ae-yeol (1994). In order to analyze the playfulness patterns of the both the group based on the play-centering of the Nuri curriculum and the group that conducted the application activities using the AI and AR·VR Edutech environment, the analysis was performed by collecting measured data four times. Two-way repeated ANOVA was conducted on all scores of playfulness and sub-behavior category scores. Also, post-hoc (Scheffė́̇) test was done to find out the specific differences between each sessions. This study’s research results are as follows: First, in this study, in order to devise strategies and methods for teaching application activities using AI and AR·VR Edutech environment, Kang In-ae's constructivist learning principle (1997), Kim Shin-gon's (2008) model of teaching in changes of concepts of young children by constructivist approach, and Yoon Jung-joo and Jung Dong-bin’s(2007) constructivist teaching methods and strategies of learning elements in constructivist learning model were applied. In addition, the 2019 revised Nuri curriculum (Ministry of Education, 2019) teaching strategies was applied to the procedure of Llewly’s (2002) '5E circular learning model' and Jung Mi-ae (2021)'s 'circular inquiry process technology-oriented model for early childhood science education', to revise and supplement them. The procedures and strategies of the applied teaching method (play method) of this study were schematized and presented to the play flow. Second, for perspective taking ability, the play group based on the application activities using AI and AR·VR Edutech environment had relative effects in spatial perspective taking ability. However, in case of cognitive perspective taking ability, there were no significant differences. Third, as a result of the analysis of playfulness of the play group based on the application activities using AI and AR·VR Edutech environment, the sub-elements, physical spontaneity, cognitive spontaneity, social spontaneity, and amusing were increased as the sessions in repeated in both expressions and humor sense.
more목차 도움말
목 차
ABSTRACT ⅰ
Ⅰ. 서 론 1
1. 연구의 필요성 및 목적 1
2. 연구 문제 7
3. 용어의 정의 8
Ⅱ. 이론적 배경 10
1. 에듀테크의 개념 및 기술 10
1) 에듀테크의 개념 10
2) 에듀테크의 주요 기술 12
(1) AI와 AI 스피커 12 (2) 가상현실(Virtual Reality, VR)과 증강현실(Augmented Reality, AR) 14
2. 유아의 조망수용능력 18
1) 조망수용능력의 개념 18
2) 조망수용능력의 범주 18
(1) 공간조망수용능력 19 (2) 인지조망수용능력 21
3. 유아의 놀이성 24
1) 놀이와 놀이성의 개념 24
2) 놀이성의 구성 요인 26
3) 놀이성의 하위 요인 26
4. 에듀테크의 적용 및 효과 32
1) 유아 에듀테크 관련 선행연구 32
2) AI, AR·VR 활용과 조망수용능력 및 놀이성 관련 연구 32
III. 연구 절차 34
1. 연구 대상 34
2. 연구 도구 34
1) 실험 도구 34
2) 측정 도구 36
3) AI, AR·VR 에듀테크 한경 보조도구 36
3. 연구절차 43
1) 예비연구 45
2) 사전검사 46 3) 적용처치 46
4) 사후검사 63
4. 자료 수집 63
1) 자료 수집 및 방법 63
5. 자료 처리 및 분석 63
Ⅳ. 연구결과 및 해석 63
1. 에듀테크 활동 활동이 유아의 조망수용능력에 미치는 영향 65
2. 에듀테크 활동 활동이 유아의 놀이성에 미치는 영향 68
3. 유아의 놀이성 변화 양상 사례 73
Ⅴ. 논의 및 결론 80
1. 요약 80
2. 논의 및 결론 81
3. 제언 83
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