증강현실 기반 모바일 교육 콘텐츠의 교육적 활용에 관한 연구-교육용 모바일 증강현실 어플리케이션 사례분석- (A Study on the Educational Use of Augmented Reality Based Mobile Education Content -Case Analysis of Mobile Augmented Reality Application for Education-)

서지정보

· 발행기관 : 한국디자인문화학회
· 수록지 정보 : 한국디자인문화학회지 / 24권 / 1호 / 569 ~ 585페이지
· 저자명 : 이지혜

초록

Augmented reality technologies have quickly become one of the most popular technologies due to the popularization of smartphones, and a variety of contents development and utilization has been actively carried out. Especially, practical learning effect part of education field is recognized and growing fast that is advantage of augmented reality. In particular, applications for educational contents through mobile infrastructure augmented reality that is highly accessible and compatible are actively developed. However, the study on the learner’s view of mobile-based augmented reality education content based solely on its content has not yet been systematic. This study aims to identify characteristics unique to an augmented reality environment for user assessment and usability assessment in creating more efficient mobile based education contents in the future, and to provide guidelines on assessment items. To that end, we first developed an augmented reality assessment application based on the usability assessment application based on the similar augmented reality assessment method to identify the characteristics of augmented reality through a preliminary study. For this, the augmented reality environment is a usability assessment element, which is added to the usability assessment, adding to the usability assessment, which is a reality assessment, taking into account the difference between the usability assessment part of virtual reality and the augmented reality interface with virtual reality. They were also based on specific assessment items, based on physical apperdences, cognitive appendances, and functional appendances that interpret the relationship between the user interface and functional, physical attributes. Based on this, the final 19 assessment items were evaluated by experts. The real-world applications were based on the search results of Google and Naver, and the tenth-largest education applications by the number of users. As a result, the current holistic approach of augmented reality applications has been shown to depend on visual input, with a high degree of satisfaction with the learner’s curiosity and satisfaction with the architecture being a high point of education.
It also revealed that learners should improve themselves or feedback on errors and satisfaction with learning depending on the difficulty of learning. In particular, there were many improvements in the quality of interface design focusing on developers between multimedia elements and contents. Learning with the more efficient mobile incrementing reality education app requires understanding the professional augmented reality of the instructors and completion of relationships with other technical elements.

영어초록

Augmented reality technologies have quickly become one of the most popular technologies due to the popularization of smartphones, and a variety of contents development and utilization has been actively carried out. Especially, practical learning effect part of education field is recognized and growing fast that is advantage of augmented reality. In particular, applications for educational contents through mobile infrastructure augmented reality that is highly accessible and compatible are actively developed. However, the study on the learner’s view of mobile-based augmented reality education content based solely on its content has not yet been systematic. This study aims to identify characteristics unique to an augmented reality environment for user assessment and usability assessment in creating more efficient mobile based education contents in the future, and to provide guidelines on assessment items. To that end, we first developed an augmented reality assessment application based on the usability assessment application based on the similar augmented reality assessment method to identify the characteristics of augmented reality through a preliminary study. For this, the augmented reality environment is a usability assessment element, which is added to the usability assessment, adding to the usability assessment, which is a reality assessment, taking into account the difference between the usability assessment part of virtual reality and the augmented reality interface with virtual reality. They were also based on specific assessment items, based on physical apperdences, cognitive appendances, and functional appendances that interpret the relationship between the user interface and functional, physical attributes. Based on this, the final 19 assessment items were evaluated by experts. The real-world applications were based on the search results of Google and Naver, and the tenth-largest education applications by the number of users. As a result, the current holistic approach of augmented reality applications has been shown to depend on visual input, with a high degree of satisfaction with the learner’s curiosity and satisfaction with the architecture being a high point of education.
It also revealed that learners should improve themselves or feedback on errors and satisfaction with learning depending on the difficulty of learning. In particular, there were many improvements in the quality of interface design focusing on developers between multimedia elements and contents. Learning with the more efficient mobile incrementing reality education app requires understanding the professional augmented reality of the instructors and completion of relationships with other technical elements.

참고자료

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