As today's students receive information through video and visual media rather than print media, the demand for art education using digital media has increased. As can be seen in the 2015 revised Art curriculum, which emphasized ‘aesthetic sensibilit...
As today's students receive information through video and visual media rather than print media, the demand for art education using digital media has increased. As can be seen in the 2015 revised Art curriculum, which emphasized ‘aesthetic sensibility' and ’visual communication ability' as learner's competence, in art education, appreciation education that emphasizes visual culture and sensibility is emphasized and shares its context. In the educational environment, considering the lessons that enhance each learner's interest and achievement, it is necessary to construct a curriculum that is helpful in learning, and adolescence is an important time to create one's own world.
Therefore, in this study, the study was conducted with the effect of applying Virtual Reality(VR) to the art appreciation class as a future-oriented learning experience for high school students in grades 10-11 on the significant changes in learner's learning motivation and academic achievement. For this purpose, the following research procedures and methods were implemented.
We reviewed the concept of art appreciation and the educational significance of appreciation as a theoretical background, and explored the process in which art appreciation education has been developed to closely examine the methodic aspects of appreciation education to find a theoretical background for developing appreciation classes. Based on this, after analyzing the area of art and appreciation of the current curriculum, the 2015 revised curriculum, the concept and education of virtual reality were examined to explore the possibility of using virtual reality in art appreciation. Based on this theoretical background, the art appreciation area was set as the subject of the unit, and a teaching-learning program using virtual reality was designed. As the theme for this class, I started with the history of modern art, and the impression of the impressionism(James H. Rubin, 2013/2017), the first art thought to draw a modern life and environment with a variety of themes and techniques, as a theme of the appreciation class Selected and conducted research classes. A total of 14 engineering club girls from grades 10-11 of S High School in Incheon were selected for the study, and virtual reality was utilized as an art appreciation class for 8 classes during October 2019. As a method of verifying the effectiveness of the designed virtual reality appreciation class, pre- and post-tests were conducted for learning motivation and academic achievement, which were verified as reliability as a measurement tool. Learning motivation and academic achievement pre-test results, reliability analysis and corresponding sample t-test were processed by statistical statistics with the Statistical Package for Social Science (SPSS) Ver 21.0 statistical package program. In addition, qualitative analysis of learner class results, student interviews, and researcher observation logs led to verification of research effectiveness and educational results.
The conclusions based on this study are as follows.
First, it was found that the art appreciation teaching-learning plan using virtual reality had a positive effect on improving the motivation for learning in grades 10-11 high school students. The degree of improvement of students' learning motivation was analyzed by analyzing the data of the pre- and post-tests. Learning motivation increased by 0.79 points, showing a statistically significant difference. In addition, it was found that the qualitative analysis was statistically significantly changed in both the student interview and researcher observation journals and learning motivation sub-areas. In particular, the rate of increase in the areas of ‘exploration and curiosity, relevance, satisfaction, motivation' was relatively high and uniform.
Second, the experimental group that conducted the art appreciation class using virtual reality showed higher achievement than the pre-test in the post-test on the academic achievement evaluation test paper. In terms of academic achievement, there was a significant statistical difference as the academic achievement increased by 2.07 points through pre- and post-tests.
Third, as a result of qualitative evaluation of the practical results of the class, student interviews, and the researcher's observation log, it was found that the post-learning motivation and academic achievement improved. In particular, when the sub-area of motivation for learning was analyzed in connection with the student testimony interview, it was confirmed that the students' interest and achievement in art appreciation learning increased. As a result, it was found that the art appreciation class using virtual reality had a positive effect on improving learning motivation and academic achievement in the first and second grades of high school, and that it had educational effectiveness within the educational field.
This study conducted an art appreciation class using virtual reality and derived positive effects on learning motivation and academic achievement in the first grade of high school. The design of the virtual reality art appreciation class has significance in that it sought a new teaching-learning method and verified the motivation for learning and academic achievement with its effectiveness. It is hoped that the teaching-learning method of this study will not only contribute to the development and teaching-learning development of art subjects based on virtual reality as a digital media, but also contribute to the growth and development of learners and various developments in art education.