게임 교과목 교육을 위한 4PBL모델 제안 연구

이동은(Dong-Eun Lee) 한국게임학회 2018 한국게임학회 논문지 Vol.18 No.5

본 논문은 이론과 실기 교육, 학계와 산업계의 융합 교육을 지향하는 게임 교과목 교육의 효과적이고 체계적인 학습 방법론을 제안하는 것을 목적으로 한다. 특히 교수자 중심 교육에서 학습자 중심 학습 환경으로 변화하고 있는 시대적 흐름을 반영하여 4PBL 모델을 제시하고자 한다. 4PBL 모델은 학습 접근 방식을 기반으로 하는 3P 모델과 문제기반학습(Problem based Learning) 방법론을 보강, 발전시킨 모델로 개인지(Personal based Learning), 문제기반학습(Problem based Learning), 프로젝트기반학습(Project based Learning), 실행기반학습(Performance based Learning)으로 구성된다. 본고에서는 구체적인 게임 교과목 교육 사례를 들어 각 단계별 PBL의 개념과 특징을 설명하였다. 이와 같은 시도는 변화하는 교육 패러다임 속에서 게임 기획과 개발에 대한 지식을 주체적으로 구조화할 수 있는 학습 환경을 제시할 수 있다는 점에서 유의미한 가치가 있다고 할 수 있다. This article aims to present an effective and systematic learning methodology of game curriculum which is oriented convergence education. In particular, I will present the 4PBL model reflecting the trend of the changing times from teacher-centered learning to learner-centered learning environment. The 4PBL model consists of Personal based Learning, Problem based Learning, Project based learning and Performance based Learning. In this article, I will explain the concepts and characteristics of PBLs at each stage by providing concrete examples of game education courses. Such an attempt may have a meaningful value in that it can suggest a learning environment in which knowledge can be structured subjectively in a changing educational paradigm.

Ranciere의 보편적 가르침에 비추어본 게임기반학습의 존재론적 의미: 학습자에서 플레이어로

이은택 ( Eun-taek Lee ),유영만 ( Yeong-Mahn You ) 한국교육공학회 2021 교육공학연구 Vol.37 No.4

본 연구는 게임기반학습의 존재론적 의미를 탐색하기 위해 Ranciere의 보편적 가르침에 비추어 플레이어 경험을 연구하였다. 그 결과 플레이어 경험의 특징을 ‘감정이 담긴 1인칭 경험’, ‘재현도 가상도 아닌, 현재를 살아감’, ‘수평적 관계로 접속하고 이야기함’으로 정리하였다. 플레이어 경험을 분석한 결과 게임기반학습에 참여하는 사람을 학습자로 보느냐, 플레이어로 보느냐에 따라 게임기반학습의 기획과 운영과정이 달라질 수 있음을 알 수 있었다. 이에 Ranciere의 미적공동체에 비추어서 학습자가 플레이어가 되기 위한 전제를 3가지로 ‘틀을 공유하는 공동체’, ‘자율성이 실현되는 공동체’, ‘감각 가능한 것으로 가시화할 수 있는 공동체’로 도출하였다. 이러한 특성은 게임기반학습을 위한 도구를 제작하거나, 교수학습방법으로 구현하기 전에 플레이어가 참여하는 게임의 시간과 공간의 특성과 그 속에서 발현되는 관계적 특성에 대한 파악이 선행되어야 함을 시사한다. 본 연구는 게임기반학습을 위한 좋은 콘텐츠는 무엇이냐에 대한 논의에서 나아가 게임기반학습은 플레이어가 된 학습자에게 어떤 학습 경험을 제공해줄 것인지에 대한 논의를 풀어갈 수 있는 시발점이 된다. 동시에 게임이 학습과 만나는 과정에 있어, ‘학습자’라는 단어에 갇혀 게임의 도구적 속성들만 취하던 기존 게임기반학습에 인식 전환을 유도한다는 점에서 의의가 있다. To investigate the ontological meaning of game-based learning, this study examined the player experience in light of Rancière’s universal teaching. Consequently, the characteristics of the player experience were summarized as “first-person experience with emotions,” “living in the present, neither representation nor virtual,” and “connecting and talking in a horizontal relationship.” As a result of analyzing the qualities of player experience, it was discovered that the game-based learning planning and operation process can alter depending on whether the individual engaging in the game-based learning is considered as a learner or a player. Therefore, in the light of Rancière’s aesthetic community, we explored ideas about how learners can become players. There are three prerequisites for the learner to transform the concept into a player: “a community that shares a frame,” “a community where autonomy is realized,” and “a community that can be visualized as sensible.” It can be observed that, before creating a game tool or implementing it as a method for a class, it is required to understand the time and space features of the game in which the player participates, as well as the relationship characteristics described therein. There was one. This study goes beyond the discussion of what is good content for game-based learning and serves as a starting point to discuss what kind of learning experience game-based learning will provide to learners who have become players. At the same time, in the process where the game meets learning, it is meaningful in that it induces a change in the perception of the existing game-based learning, which was confined to the word “learner” and took only the instrumental properties of the game.

게임기반학습에 기초한 디자인 수업이 중학교 1학년의 학습 몰입도에 미치는 영향 - 마인크래프트 활용을 중심으로 -

김수인,김효정 한국초등미술교육학회 2021 미술교육연구논총 Vol.64 No.-

The purpose of this study is to find out how the design class using GBL(game-based learning) affects the learning flow of first-year middle school students. For this research, explore the concepts and characteristics of the Learning Flow, GBL, and eco-friendly design theories by researching precedented studies. Then plan a design class based on Minecraft education edition and conduct on a single group of students in the art club. The subjects of the study were selected as a single group of 24 first-year art club students from H Middle School located in Namyangju, Gyeonggi Province. The theme of the class is ‘Let’s Create an Eco-friendly School’ and execute 6 lessons. When the course is over, First, look at how game-based learning design class affect on the learning flow of 1st graders in middle school. Second, look at how game-based learning design class affect on the sub-factors of learning flow of 1st graders in middle school. The study select learning flow scale for middle school students developed by Kim Hee-jung(2012) as an inspection tool to conduct pre- and post-inspection tests and statistically compare and analyze by using SPSS(statistical Package for Social Science) ver 21.0. In addition, the study comprehensively analyse student's outcomes and satisfaction level to derive effects in learning flow. Summing up these findings, it can be concluded that design classes based on game-based learning have a positive impact on improving learning flow of first grade middle school students. Class satisfaction analysis also confirm that not only learning flow but also students’ interest and motivation for learning increase together. 본 연구의 목적은 게임기반학습을 활용한 디자인 수업이 중학교 1학년의 학습몰입도에 어떠한 영향을 미치는지 알아보는 데에 있다. 이를 위해 몰입이론과 게임기반학습, 친환경 디자인의 선행연구를 고찰한 후 게임기반학습을 활용한 디자인 수업을 설계하고 미술동아리 학생들을 대상으로 양적 연구를 진행하였다. 연구대상은 경기도 남양주시 소재 H 중학교의 1학년 미술동아리 24명의 단일 집단으로 선정하였다. 학습주제는 ‘마인크래프트를 활용한 친환경 학교 디자인’으로 총 6차시의 수업을 진행하고, 1차적으로 게임기반학습을 활용한 디자인수업이 중학교 1학년의 학습몰입도에 어떠한 영향을 미치는지, 2차적으로 게임기반학습을 활용한 디자인 수업이 중학교 1학년의 학습몰입도 의 하위요인에 어떠한 영향을 미치는지 알아보았다. 연구 결과는 김희정(2012)이 개발 한 중학생 대상 학습몰입척도를 검사 도구로 선정하여 사전·사후 검사를 실시하고 SPSS(statistical Package for Social Science) Ver 21.0 통계 프로그램을 사용하여 통계적으로 비교 분석하였다. 또한, 학습자의 작품 결과물과 만족도를 종합적으로 분석 하여 학습자들의 학습 몰입 변화를 도출하였다. 결론적으로 본 연구에서는 게임기반학습에 기초한 디자인수업이 중학교 1학년의 학습몰입도에 유의미한 영향을 미치는 것으로 확인되었다. 또한, 수업 만족도 분석을 통해 학습몰입도 뿐만 아니라 학생들의 흥미와 학습 동기 또한 함께 증가하는 것을 확인할 수 있다.

멘사 뇌기반 움직임 프로그램 모형 개발

진윤희 한국무용교육학회 2023 韓國舞踊敎育學會誌 Vol.34 No.4

In this study, a brain-based and learning-based Mensa movement education program model was developed by introducing the principles and rules of Mensa game (cube, puzzle, board) to the movement program components in order to im- prove diffusion thinking and creative problem-solving skills. A classification program was constructed using the overall learning strategy element centered on inquiry activities through interaction. Among the brain-based learning principles, it was divided into four categories: brain integration and anal- ysis, brain memory system, brain and pattern and brain and society. A program model was developed as a component that applied the rules and strategies of 12 Mensa Select games to movements. It will be possible to form a new discourse in the field of dance for movement programs in which physical activity is expected to affect brain activity. Through expert secondary verification, it will be able to give great meaning in the academic context of brain activity by suggesting that brain development of elementary school students can be possible through movement ac- tivities by exploring in-depth while reducing errors that may occur in the program. Based on the results of future research, it is also expected that various effects of the more specific Mensa movement program and the systematic composition of textbook development are also expected. Among the four principles of brain-based learning, ‘brain integration and analysis, brain memory system, brain and pattern, brain and society’ a program model was developed as a component that applied the rules and strategies of 12 Mensa Select games to movement. Among the brain- based learning principles, a program model was developed as a component that applied the rules and strategies of the four components of ‘brain integration and analysis, brain memory system, brain and pattern, and brain and society’ to move- ment. Among the brain-based learning principles, it was divided into four catego- ries: brain integration and analysis, brain memory system, brain and pattern and brain and society. A program model was developed as a component that applied the rules and strategies of 12 Mensa Select games to movements. In this study, a brain-based and learning-based Mensa movement education program model was developed by introducing the principles and rules of Mensa game (cube, puzzle, board) to the movement program components in order to im- prove diffusion thinking and creative problem-solving skills. A classification program was constructed using the overall learning strategy element centered on inquiry activities through interaction. Among the brain-based learning principles, it was divided into four categories: brain integration and anal- ysis, brain memory system, brain and pattern and brain and society. A program model was developed as a component that applied the rules and strategies of 12 Mensa Select games to movements. It will be possible to form a new discourse in the field of dance for movement programs in which physical activity is expected to affect brain activity. Through expert secondary verification, it will be able to give great meaning in the academic context of brain activity by suggesting that brain development of elementary school students can be possible through movement ac- tivities by exploring in-depth while reducing errors that may occur in the program. Based on the results of future research, it is also expected that various effects of the more specific Mensa movement program and the systematic composition of textbook development are also expected. Among the four principles of brain-based learning, ‘brain integration and analysis, brain memory system, brain and pattern, brain and society’ a program model was developed as a component that applied the rules and strategies of 12 Mensa Select games to movement. Among the brain- based learning principles, a program model was developed as a component that applied the rules and strategies of the four components of ‘brain integration and analysis, brain memory system, brain and pattern, and brain and society’ to move- ment. Among the brain-based learning principles, it was divided into four catego- ries: brain integration and analysis, brain memory system, brain and pattern and brain and society. A program model was developed as a component that applied the rules and strategies of 12 Mensa Select games to movements. <key words> brain-based learning, dance, movement, physical activity, mensa, selctgame, rule, elementary school students <주요어> 뇌 기반 학습, 무용, 움직임, 신체활동, 멘사, 셀렉트게임, 규칙, 초등학생

The Game Design “Game”: Engaging in Gameful Learning Through Goal-Driven Design Discourse

Beaumie Kim,Diali Gupta 한국교원대학교 뇌기반교육연구소 2017 Brain, Digital, & Learning Vol.7 No.3

In this paper, we present how a card game influenced a design discourse and learning of graduate students. In a graduate course on digital game-based learning at a Canadian university, students were asked to propose design concepts for educational games at the end of the course while collaborating in groups. In order to make the design process more gameful, we created a role-playing card game, which challenged the players to use various learning and design principles. The purpose of this design-based research was to examine how the card game play may facilitate the participants’ deeper design discourse in a gameful manner. With ethnographic data, we illustrate how the content and rules of the role-playing card game supported students’ goal-driven design discourse and their engagement in gameful learning.

기업교육에서 ARCS모형을 적용한 게임기반 교육 프로그램 개발 및 효과성 파악

권기성,김민정 한국기업교육학회 2020 기업교육과인재연구 Vol.22 No.2

기업은 환경변화에 빠르게 대응하기 위해서 창의적인 사고능력이나 문제해결 능력을 갖춘 인재를 육성하기 위해 노력하고 있다. 인재를 확보하고 유지, 양성하는 것이 기업의 경쟁력을 결정하는데 가장 기본적인 조건이 될 것이며 그 중요성은 더욱 증대되고 있다. 기업환경의 변화에 따라 보험회사 교육 패러다임도 변화하고 있다. 따라서 본 연구는 이러한 필요성에 입각하여 학습자의 학습동기를 증진시킬 수 있는 게임기반 학습 프로그램을 개발하고, 그것의 효과성을 파악하고자 한다. 구체적으로 보험회사 영업팀장급 보험설계사를 대상으로 학습자의 학습동기를 유발할 수 있는 Keller의 ARCS 모형을 적용하여 게임기반 학습 프로그램을 개발하고, 이것이 영업팀장의 신입설계사의 리크루트라는 직무 교육에 어떠한 영향을 미치는지 분석하고, 또한 이 프로그램의 효과성을 학습자 학습동기와 교육목표 달성도 관점에서 검증을 하고자 한다. 이를 위해 가장 우선적으로는 성인학습자의 특징을 토대로 ARCS 이론에 기반을 두고 게임기반 학습을 설계하였다. ADDIE 절차를 통해 개발된 게임기반 학습 프로그램을 H 생명보험회사 영업팀장급 보험설계사 200명을 대상으로 적용하여 게임기반 학습 프로그램의 효과성에 대해서 분석하였다. 효과성 분석 결과는 다음과 같다. 첫째, 게임기반 학습 프로그램에 참여한 학습자들은 학습동기, 주의집중, 관련성, 자신감, 만족감의 4개 하위 요소에서 그 교육프로그램을 실시하기 전에 비해 후에 유의미하게 높은 학습동기 수준을 보였다. 이러한 차이는 학습자의 배경변인에 상관없이 균일하게 나타났다. 둘째, 게임기반 학습 프로그램의 교수목표 달성 효과측면에서도 도전, 자신감, 팀 단합, 몰입/집중의 4가지 하위 요소에 골고루 학습자의 태도 변화에 긍정적인 효과가 있는 것으로 나타났다. 이와 같은 결과는 보험회사의 보험설계사 교육에 대한 새로운 시도인 게임기반 학습 프로그램이 현장에서 성인학습자들의 학습에 대한 동기를 높이고 학습목표를 도달하는데 효과적인 학습방법으로 그 역할을 할 수 있음을 제시했다는 점에서 의의가 있다. Recently, companies have been striving to foster competent people who can respond quickly to changes in society. These efforts in the HRD area are appeared as changes in various training methods. This trend of change is also seen in insurance companies. The purpose of this study was to develop a game-based training program and examine its effectiveness in terms of learning motivation and learning outcomes. To promote learner motivation, Keller’s ARCS model was applied to the design of the game-based training program. The development of game-based training program was systematically carried out through the ADDIE process. For verification of the effectiveness of the developed game-based training program, 200 sales manager of H insurance company has been participated. The results of this study are as follows. In terms of learning motivation, game-based education programs have increased sales managers’ interest in education programs, relevance, confidence and satisfaction. In terms of learning outcomes, game-based programs have had a positive impact on sales managers’ sense of challenge, confidence, team integration and commitment. These results suggest that game-based tracking programs can be a useful training method for adult learners’ satisfaction and learning outcomes.

게임기반학습 활성화를 위한 교사의 인식 조사

박형성(Park, Hyung-Sung),박성덕(Park, Sung-Deok) 한국게임학회 2010 한국게임학회 논문지 Vol.10 No.4

본 연구의 목적은 게임을 활용한 학습이 교육현장에서 교수-학습을 지원하는 방법으로 활용되기 위해 교사들의 인식을 조사하여 분석하는데 있다. 이는 게임기반학습의 확산을 위한 중요한 지표로 활용할 수 있을 것이다. 본 연구의 결과를 종합해보면, 첫째, 교사들이 게임을 사용하는데 있어 교육과정과 관련된 학습주제와 내용을 지닌 게임을 찾는데 어려움이 있다는 것이다. 둘째, 학습자의 다양한 수준에 따른 게임 활용 수업을 준비하는데 많은 시간이 소요된다는 것이다. 셋째, 교사가 게임을 수업에 활용하기 위해 관련기관에서 다양한 정보와 지침을 제공해야할 필요가 있다는 것이다. 마지막으로, 행-재정적인 지원이 체계적으로 이루어져야할 필요가 있는 것으로 나타났다. The purpose of this study is to analyze the teacher's perception about educational use of a game as a supportive method for teaching and learning process in the educational context. The result will be used as a good index to spread the game-based learning in the future. We have derived the following results through the investigation. Firstly, teachers have some limitation to get the topics and contents for game-based learning curriculum. Secondly, they were frequently required to design and arrange their teaching process by the level of learner's ability in the game-based learning. Thirdly, public institution has to supply various information and guideline for teachers to use the game-based learning. Finally, they demand systematic approach and executive and financial support to encourage the game-based learning.

디지털 가상현실 게임 기반 언어 학습이 영어 학습자의 어휘 및 문화 지식 발달과 정의적 태도에 미치는 영향

진승희(Jin, Seunghee) 영상영어교육학회 2021 영상영어교육 (STEM journal) Vol.22 No.3

The current study investigated the effects of using a 3D virtual reality (VR) game on university EFL students’ development of vocabulary and cultural knowledge. In addition, it explored how this new approach affected the students’ affective attitudes such as interest, confidence, and learning motivation. Furthermore, it examined the students’ perception and attitude toward VR game-based language learning. Over one semester, an experimental group of 25 students participated in the VR game-based language learning, while a control group of 24 students followed the regular curriculum of the university EFL course. To collect data, 1) pre- and post-tests for both vocabulary and cultural knowledge, 2) a pre- and post-questionnaire for affective attitudes, 3) an online survey for students’ perceptions and attitudes, and 4) a qualitative interview were administered. The results revealed that the VR game-based language learning group outperformed the traditional learning group in both vocabulary and cultural knowledge gains. In addition, VR game instruction was effective in increasing students’ interest, confidence, and learning motivation. Furthermore, the students reported overall positive perceptions and attitudes toward this new kind of instruction. This study suggested that VR game-based language learning is a new, effective way to promote students’ vocabulary and cultural knowledge.

Learning through game creation and game- career experience: A study of learners’ perceptions

김나영(Na Young KIM) 한국컴퓨터게임학회 2020 한국컴퓨터게임학회논문지 Vol.33 No.2

본 연구에서는 산학 연구로 제작된 게임 에디터를 (Game Editor, MakersLab)을 활용하여 실제 게임을 제작하는 학습을 통해 소프트웨어 교육에서의 학습 플랫폼의 중요도와 이에 따른 학습자들의 프로그래밍, 게임의 플레이 및 제작에 대한 인식 변화를 연구하고자 한다. 게임 플레이에는 익숙하지만 프로그래밍과 게임 제작에는 경험이 없는 학습자들을 대상으로 게임 에디터를 학습 플랫폼으로 활용하여 프로그래밍 교육 및 게임 제작 관련 수업을 진행 후, 학습자들을 대상으로 인터뷰 및 설문조사를 실시하였다. 학습자들은 대부분의 항목에서 ‘만족한다’는 의견이 지배적이었고, 게임이 제작되어지는 과정에 대해 체험한 것에 대해 흥미로웠다는 의견을 주었다. 하지만, 게임 제작을 처음 경험하는 학습자들에게 게임 에디터 플랫폼은 복잡한 인터페이스 및 기능으로 인해 조작의 어려움을 호소하기도 하였다. 게임 플레이 후, 직접 게임을 기획과 제작을 수행하고, 타 학습자와 서로의 게임에 대해 논의하는 과정 등은 어렵다고만 생각되는 소프트웨어 교육의 동기 부여와 흥미 유발을 위한 좋은 학습 재료로 활용될 수 있음을 본 연구에서는 확인하였다. In this study, we indicate the importance of learning platforms in software education and the resulting changes in learners perception of programming, game play and production through learning to produce real games using game editors (Game Editor, MarkersLab). After conducting programming education and game production-related classes using game editor as a learning platform, interviews and surveys were conducted for learners. Learners gave the opinion that satisfied was dominant in most items, and that it was interesting to experience the process of the game being produced. This study confirmed that the process of planning and producing games and discussing each other s games with other learners can be used as a good learning material for motivating software education and inducing interest. However, research on the revision of learning platforms that are not suitable for learners and the curriculum where continuing interest and learning can be maintained in future programming and game production is essential.

A Coexistence of Lexical-Chunk and a Mobile-Game: A Learning Environment to Improve EFL Learners’ Language Performance and Self-Regulated Learning

이광순 영상영어교육학회 2018 영상영어교육 (STEM journal) Vol.19 No.1

As a smart-phone game can be utilized as a learning tool in order to accumulate language information outside the classroom, this case study explored a game combined learning environment to promote EFL undergraduates’ self-regulated learning (SRL) behaviors such as self-monitoring or self-study by drawing interests about the target language into a virtual space. In particular, its objective was to analyze the effect of lexical-chunk game-based learning (LCGBL) using a digital game Catch It-English on the EFL learners’ self-regulation and language performance. While the EFL learners (n = 37) regularly participated in game-play with peers, they could experience collaborative learning through the exchange of question-cards asking about the arrangement of lexical chunks for sentence formulation and self-review their outcomes. Then, in class, they were encouraged to build upon their spoken and written outputs using the instructor’s multi-word scaffolding resources. With quantitative and qualitative analyses, the results through multiple-regression analysis revealed that learners’ efficacy and motivation were the key components for activating SRL among psychological aspects through LCGBL. Above all, this learning model may be an empirical prototype to improve language proficiency by integrating the advantages of lexical-chunks into off-class game activities and in-class learning.