Earticle

초록

영어

The purpose of this study is to develop a model for faculty innovation in beauty majors based on participatory EdTech and to verify its educational effectiveness through the application of the model in the context of practice-oriented courses. To this end, a course design was constructed that combines quiz-based formative assessment with a class operation structure in which participation, interaction, documentation, and feedback accumulate. This design was applied to the industry-linked Capstone Design course and the AI/VR Scalp Therapy course to collect operational data. Technology acceptance and lecture achievement were measured through pre- and post-tests, while platform activity records, deliverables, and portfolio data were utilized as process indicators to examine the operational patterns and outcomes of the class from various angles. The analysis results showed that learners' perceived technology acceptance and lecture achievement generally tended to increase following the operation of participatory EdTech-based classes. Furthermore, since the direction of change for both variables was observed to be identical before and after the test, it was confirmed that changes in perceptions of technology acceptance and lecture achievement occurred together within the class context. In the analysis of process indicators, the accumulation of participation records and the incorporation of feedback were observed throughout the class operation, and the structure was designed to utilize immediate feedback from formative assessments for checking core concepts and linking to supplementary learning. In addition, portfolio-based operation was found to contribute to the visualization of the learning process, the accumulation of revision history, and the management of the completeness of outputs. This study is significant in that it structured and presented participatory edutech as a teaching and learning innovation model in practice-oriented beauty major classes, and explained the educational effects by combining survey results with process indicators.

목차

Abstract
I. 서론
1. 연구 배경 및 필요성
2. 연구 목적
3. 연구 문제
4. 연구 범위 및 주요 용어 정의
II. 이론적 배경
1. 참여형 에듀테크 기반 교수혁신의 맥락과 뷰티 전공 적용
2. 기술수용과 강의성취의 개념 구성
3. 교수혁신 모형 제안과 연구모형 설정
III. 연구 방법
1. 연구 설계 및 연구 대상
2. 수업 설계 내용 및 에듀테크 활용 방법
3. 측정도구 및 자료수집 절차
4. 분석 방법 및 연구윤리
IV. 연구 결과 및 논의
1. 기술수용성과 강의성취도의 기술통계 결과
2. 기술수용성과 강의성취도의 관계 분석 결과
3. 참여형 에듀테크 활동 현황 비교 및 과정지표 결과
4. 결과 해석과 교육적 시사점
5. 한계와 개선 방향
V. 결론 및 제언
1. 결론
2. 실천적 제언
3. 후속 연구 제언
Reference(참고문헌)

키워드

저자

• 김혜영 [ Kim, Hye young | 대전과학기술대학교 뷰티디자인계열 조교수 ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  한국뷰티아트학회지 [KOREA BEUTY ART SOCIETY]

• 간기

  연간

• pISSN

  1738-0839

• 수록기간

  2003~2025

• 십진분류

  KDC 593 DDC 646