Ⅰ 제 출 문 Ⅰ 메타버스 컨소시엄 참여대학 총장님 귀하 (가톨릭상지대학교, 강동대학교, 강릉영동대학교, 강원도립대학교, 거제대학교, 경기과학기술대학교, 경남 도립거창대학, 경남도립남해대학, 경민대학교, 계원예술대학교, 구미대학교, 군장대학교, 기독간호대학교, 대구보건대학교, 대원대학교, 대전과학기술대학교, 대전보건대학교, 동강대학교, 동남보건대학교, 동서울대 학교, 동아보건대학교, 동양미래대학교, 동원과학기술대학교, 동의과학대학교, 마산대학교, 명지전문대학, 목포과학대학교, 문경대학교, 배화여자대학교, 백석문화대학교, 부산여자대학교, 부천대학교, 삼육보건대학교, 서울여자간호대학교, 서일대학교, 서정대학교, 선린대학교, 세경대학교, 수원여자대학교, 순천제일대학교, 신성대학교, 아주자동차대학, 여주대학교, 연성대학교, 연암공과대학교, 연암대학교, 오산대학교, 용인예술 과학대학교, 우송정보대학, 울산과학대학교, 원광보건대학교, 유한대학교, 인천재능대학교, 전남과학대학교, 전주비전대학교, 제주관광대학교, 조선간호대학교, 조선이공대학교, 창원문성대학교, 춘해보건대학교, 충북 도립대학교, 충북보건과학대학교, 충청대학교, 한국승강기대학교, 한양여자대학교 이상 65개교)
본 보고서를 “메타버시티의 교육 효과성에 대한 전문가 평가” 연구용역 (2022년 6월 6일 ~ 2022년 9월 30일)의 최종보고서로 제출합니다. 2022. 9. 30. 연구기관명 : (주)러닝스파크 책임연구원 : 윤 성 혜(러닝스파크) 공동연구원 : Yunus Emre Ozturk(러닝스파크) - i - Ⅰ연구 계획서 요약Ⅰ 추진 배경 및 목적 본 연구의 목적은 메타버시티 플랫폼이 전문대학 직업교육을 촉진하 는 대표적인 차세대 교수-학습 플랫폼으로 자리매김하기 위한 시사점 을 얻는 데 목적이 있음. 향후 메타버시티 플랫폼 개발 및 개선 방향을 도출하기 위한 형성적 평가를 실시하는 것을 범위로 함. 문헌 연구 메타버스 활용 교육 동향 - 메타버스는 대인관계 역량 교육, 핸즈온 및 고위험 교육, 실시간 협업 및 학습에 용이한 차세대 LMS/LXP로 관심을 받고 있음. - 고등교육 및 직업교육 맥락에서 활발하게 활용되고 있으며, 디지털 트 윈 캠퍼스를 구축하는 대학의 사례도 늘고 있음. - 최근 글로벌 테크 자이언트 기업들은 메타버스 표준위원회를 설립하여 상호운용성을 도모하고 있음. 메타버시티 환경 분석 - 메타버시티는 분석일(2022년 7월)
기준 현재, iOS, Android, Mac, Window에서 작동하며, 관리자, 사용자, 호스트별 기능을 제공함. 에듀테크 평가 - 메타버스와 같은 새로운 에듀테크 기술이 현장에서 지속가능한 혁신을 만들기 위해서는 증거(evidence)가 필요함. - 전문가 평가는 유의미한 증거 중 하나가 될 수 있으며, 이를 위한 평가 도구가 선행연구(윤성혜, Ozturk, in press)를 통해 개발된 바 있음. 이 는 HCI의 일반적인 요소를 에듀테크 분야에 적합하게 변형하여 교육적 유용성, 시스템 사용성, 감성 측면으로 구성됨. 연구방법 연구 절차 - 기초연구 - 평가자 선정 및 훈련 - 평가 실시 - 평가 결과 분석 연구 도구 - 윤성혜와 Ozturk(in press)가 개발 및 타당화한 에듀테크 평가 도구를 메타버스 환경에 맞게 수정․보완하여 활용하였음. 연구 대상 - 교육공학 박사급 연구자 - 에듀테크 산업에서 경험이 많은 전문가 - 직업교육 분야에 종사하고 있는 박사급 연구자 - UX 디자인 분야에서 실무 경험이 풍부한 전문가 - 내부전문가(연구책임자) - ii - 연구결과 교육적 유용성 - 콘텐츠 품질이 M=3.80으로 가장 높게
나타났으며, 다음으로 평가 및 피드백(M=2.20), 교수-학습 지원은 M=1.60으로 가장 낮게 나타남. 시스템 사용성 - 호환성(M=4.07), 시스템 안정성(M=4.00)이 상대적으로 높게 나타났으 며, 다음으로 개인정보보호 및 보안(M=3.70), 사용용이성(M=3.64), 안전성(M=3.30) 순이었음. 접근성(M=2.80)과 조작성(M=2.67)은 낮은 점수를 기록함. 감성 - 감성은 전반적으로 낮은 점수를 보였으며, 심미성(M=2.90), 다양성 및 편견 방지(M=2.75), 동기 및 참여(M=2.50), 메타버스 실재감 (M=2.40), 상호작용(M=2.00) 순으로 나타남. 결론 및 논의 우수한 영역 - 다양한 기기/운영체제 지원, 플랫폼 안정성 - 설치 및 로그인 과정 간소화 - 상세한 매뉴얼 및 충실한 지원 - 사용자 의견을 반영한 지속적 업데이트 - 학교 차원의 행사에 용이한 설계 개선이 요구되는 영역 - 교수-학습을 지원하는 상호작용 설계 개선 - 사용자 친화적 UX 개선 - 아바타 캐릭터의 비주얼 다양화 후속 과제 제안 - 메타버시티 활용 직업교육 모형 및 학습 경험 설계 연구 - 메타버시티 증거 확보를 위한 연구
- iii - 연구 계약서 요약 ···················································································· ⅰ Ⅰ. 추진 배경 및 목적 ··············································································1 1. 배경 및 현황 분석 ··············································································································· 3 2. 추진 필요성 ·························································································································· 5 3. 연구목적 및 특징 ················································································································· 5 Ⅱ. 문헌 연구
····························································································7 1. 메타버스 활용 교육 동향 ··································································································· 9 2. 메타버시티 환경 분석 ······································································································· 25 3. 에듀테크 평가 ···················································································································· 32 Ⅲ. 연구 방법 ··························································································43 1. 연구 절차
·························································································································· 45 2. 연구 도구 ···························································································································· 46 3. 연구 대상 ···························································································································· 49 4. 자료 분석 방법 ·················································································································· 50 Ⅳ. 연구 결과
··························································································51 1. 교육적 유용성 평가 결과 ································································································· 53 2. 시스템 사용성 평가 결과 ································································································· 56 3. 감성 평가 결과 ·················································································································· 65 4. 요소별 평가 결과 ·············································································································· 72 5. 종합 평가 결과
·················································································································· 74 Ⅴ. 결론 및 논의 ·····················································································75 1. 연구결과 요약 ···················································································································· 77 2. 결론 및 시사점 ·················································································································· 83 메타버시티의 교육 효과성에 대한 전문가 평가 차 례 - iv - 3. 연구결과의 활용 방안 및 기대효과
················································································ 89 4. 후속 과제 제안 ················································································································ 91 [참 고 문 헌] ···························································································94 [부 록] 1. 메타버시티 평가자 가이드 ······························································································· 99 2. 메타버시티 평가자 양식 ································································································· 108 - v - 메타버시티 관리자 기능
··························································································· 27 메타버시티 호스트 기능 ····························································································· 28 메타버시티 사용자 기능 ····························································································· 29 에듀테크 평가도구 선행연구 ····················································································· 33 평가 요소, 조작적 정의, 문항 수 ············································································· 38 메타버스 사용 경험에 대한 선행연구
······································································ 39 메타버시티 평가도구 ··································································································· 47 평가자 전문성 ·············································································································· 49 평가자별 평가 환경 ···································································································· 50 콘텐츠 품질 평가 결과 ···························································································· 53 평가 및 피드백 평가 결과
······················································································· 54 교수-학습 지원 평가 결과 ······················································································· 55 사용 용이성 평가 결과 ···························································································· 56 시스템 안정성 평가 결과 ························································································· 58 호환성 평가 결과 ······································································································ 59 개인정보보호 및 보안 평가 결과
··········································································· 60 접근성 평가 결과 ······································································································ 61 안전성 평가 결과 ······································································································ 62 조작성 평가 결과 ······································································································ 63 상호작용 평가 결과 ·································································································· 65 동기 및 참여 평가 결과
·························································································· 67 다양성 및 편견 방지 평가 결과 ············································································· 68 심미성 평가 결과 ······································································································ 69 메타버스 실재감 평가 결과 ····················································································· 70 메타버시티 요소별 평가 결과 요약 ········································································ 72 평가자 종합 의견
······································································································ 74 교수-학습 상호작용 유형별 메타버스 플랫폼의 기능 ········································· 86 연구결과 개선 사항 ·································································································· 89 메타버시티의 교육 효과성에 대한 전문가 평가 표 차 례 - vi - [그림 1] 메타버스 콘소시엄 참여 대학(2022년 8월 기준) ·················································· 3 [그림 2] 메타버스 콘소시엄 구축 및 적용 구성도 ································································ 4 [그림 3] 연구목적 및 특징
········································································································ 5 [그림 4] Hilton 호텔 본사 직원의 VR 기반 공감 교육(SweetRush, 2022) ··············· 9 [그림 5] 캔자스대학교 간호학교의 디지털 트윈 캠퍼스, 강의실 및 실습실 ················· 12 [그림 6] Deloitte의 디지털 캠퍼스 ······················································································· 13 [그림 7] VictoryXR ················································································································· 13 [그림 8] VictoryXR가 개발한 다양한 디지털 트윈 캠퍼스, 강의실, 실습실, 회의실, 실험실 및 행사장 사례
···························································································· 14 [그림 9] VictoryXR Academy ····························································································· 15 [그림 10] VictoryXR Academy 캠퍼스 ·············································································· 15 [그림 11] VictoryXR Academy 교안 페이지 및 콘텐츠 예시 ········································ 16 [그림 12] EngageVR 플랫폼 기능들 ···················································································· 17 [그림 13] EngageVR를 통해 만들어진 다양한 메타월드, 강의실, 실험실 및 행사장 19 [그림 14] Fisk
University의 사체 연구실(Cadaver Lab) ················································ 19 [그림 15] Acadius의 의료교육 가상 환경 ··········································································· 20 [그림 16] STRIVR의 VR 콘텐츠 저작도구 ·········································································· 21 [그림 17] Mursion의 시뮬레이션 기반의 학습 환경 ························································· 22 [그림 18] 메타버스 표준위원회 목표(Metaverse Standards Forum, 2022b) ············· 23 [그림 19] 메타버스 표준위원회 설립 회원사(Metaverse Standards Forum, 2022b) 23 [그림 20] 메타버시티 작동 환경(2022년 7월 기준)
··························································· 25 [그림 21] 메타버시티 앱 다운로드 가능한 플랫폼 ······························································ 25 [그림 22] 작동 환경에 따른 첫 화면(2022년 7월 기준) ··················································· 26 [그림 23] 연구 절차 ················································································································· 45 [그림 24] 평가자 훈련 장면 ··································································································· 46 [그림 25] 교육적 유용성 양적 평가 결과
············································································· 77 [그림 26] 시스템 사용성 양적 평가 결과 ············································································· 78 [그림 27] 감성 양적 평가 결과 ······························································································ 80 메타버시티의 교육 효과성에 대한 전문가 평가 그 림 차 례 - vii - [그림 28] 대분류별 평가 결과 ································································································ 81 [그림 29] 전체 양적 평가 결과 ······························································································ 83 [그림 30] 우수한 영역 및
개선이 요구되는 영역 ······························································· 83 [그림 31] 관리자, 호스트, 사
