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실감형 콘텐츠 관련 연구가 활발히 진행되고 있다. AR을 중심으로 한 실감형 콘텐츠의 발전은 스마트 폰을 이용하여 실세계에 3D 가상 콘텐츠를 추가하는 것을 넘어, 대형 건축물에 Projection Mapping을 하는 Media Facade 콘텐츠로 발전되었다. 최근 Projection Mapping을 이용한 Media Facade를 활용한 광고 콘텐츠의 수요가 증가하면서 Projection Mapping콘텐츠에 대한 교육과 시스템개발이 요구 되고 있다. Projection Mapping을 처음 배우는 교육생의 경우, 투사할 사물 및 건축물을 만드는 것부터 큰 어려움으로 작용된다. 사물 및 건축물을 구축하기 위해서는 그만한 자원과 재원이 요구되며, 한번 만들고 나면 다시 자원 을 활용하여 바꾸기 쉽지 않다. 본 논문에서는 Projection Mapping 교육을 위한 Unity 3D Engine 기반 Projection Mapping Simulation을 제안한다. 제안된 Projection Mapping Simulation는 Unity 3D Engine을 기반하였기 때문에 무료로 교육생들이 사용이 가능하며, 다양한 3D Object File를 활용하여 사물 및 건축물을 나타내고 조작할 수 있다. 또한, Projection Mapping에 쓰이는 영상을 Video 뿐 아니라, 실시간 3D Rendering으로 사용할 수도 있다. 본 논문에서 제안한 Projection Mapping Simulation는 교육생들에게 공간과 사 물 및 건축물의 이해를 돋기 위한 실험의 장이 될 것이며, Projection Mapping 콘텐츠 연구 자들에게는 여러 Projection Mapping 기법을 실험 및 연구할 수 있는 장이 되길 희망한다.

Research on realistic content is actively underway. The development of realistic content centered on AR has gone beyond adding 3D virtual content to the real world using smartphones and has developed into Media Facade content that uses projection mapping on large buildings. Recently, as the demand for advertising content using Media Facade using Projection Mapping increases, education and system development for Projection Mapping content are required. For trainees learning Projection Mapping for the first time, creating objects and buildings to project poses a great challenge. Building objects and buildings requires a lot of resources and resources, and once created, it is not easy to use resources to change them again. In this paper, we propose Projection Mapping Simulation based on Unity 3D Engine for projection mapping education. Because the proposed Projection Mapping Simulation is based on the Unity 3D Engine, it can be used by trainees for free, and objects and buildings can be represented and manipulated using various 3D Object Files. In addition, the video used for projection mapping can be used not only as video but also for real-time 3D rendering. We hope that the Projection Mapping Simulation proposed in this paper will be a place for experimentation to enhance trainees' understanding of space, objects, and buildings, and for Projection Mapping content researchers to experiment and research various projection mapping techniques.

지난 수년간 지오태깅된 영상 콘텐츠에 대한 연구는 촬영위치와 방향 데이터를 기반으로 가시영역 모델(view frustum)을 정의 하였고, 효율적으로 검색하기 위한 색인 및 질의 검색기법을 연구해왔다. 기존 가시영역 모델이 정적인 가시거리 값을 사용하고 있는 한계를 가지고 있으며 영상 콘텐츠를 지도위에 표시하는 단편적인 서비스만을 제공하고 있다. 이 논문에서는 촬영위치자세 데이터를 획득할 수 있는 방법을 제시하고, 공간객체 데이터를 이용하여 가시거리가 변경될 수 있는 가시영역 모델을 제안한다. 또한, 영상 콘텐츠를 촬영한 현장에서 더욱 실감나게 매핑할 수 있도록 영상정합 기법을 접목한 증강현실 서비스를 설명한다.

In recent years, In recent years, research on geo-tagged image contents has defined a view frustum based on filming location and direction data and has studied indexes and various query search techniques for efficient search. The existing view frustum model has a limit of using the static visible distance and provides a simple service that displays the huge image contents on the digital map. We show a method to acquire filming location and attitude data and propose a view frustum model that can change the visible distance using geospatial object data. In addition, we describe the augmented reality service that combines the image matching technique so that it can be mapped in the scene where the image contents are captured.

연구 목적: 본 연구는 발달장애인 평생교육과정의 내용 요소 및 학습 목표에 나타난 OECD Education 2030 역량을 매핑분석하고자 하였다. 연구 방법: 발달장애인 평생교육과정의 6대 영역(기초문해교육, 학력보완교육, 직업능력교육, 문화예술교육, 인문교양교육, 시민참여교육)의 각 내용 요소에 서술된 학습 목표를 OECD Education 2030 역량의 5개범주 55개 하위역량의 분석의 틀로 분석하였고, 그 결과를 바탕으로 역량집중도와 역량포괄도도 알아보았다. 연구 결과: 발달장애인 평생교육과정의 6대 영역(기초문해교육, 학력보완교육, 직업능력교육, 문화예술교육, 인문교양교육, 시민참여교육)의 각 내용 요소에 서술된 학습 목표는 OECD Education 2030의 5개범주 역량 중 특정 역량의 편중 없이 대부분의 역량을 포함하는 것으로 나타났다. 역량집중도는 각 영역별로 그 특징에 맞는 역량으로 집중정도가 표현되었으며, 역량포괄도의 경우 되어 6대 영역 모두 보통이상의 포괄도를 나타내었다. 제언: 추후 의미있는 발달장애인의 평생교육과정 구성을 위하여 OECD Education 2030 역량 반영에 대한 내용이 논의될 필요가 있다.

The purpose of this study was to conduct a mapping analysis of the content elements and learning objectives within lifelong education programs for individuals with developmental disabilities, in relation to the OECD Education 2030 competencies. The study employed a methodology where the learning objectives described in each content element of the six domains (Basic Literacy Education, Academic Supplementary Education, Vocational Skills Education, Cultural and Artistic Education, Humanities Education, Civic Participation Education) of lifelong education programs for individuals with developmental disabilities were analyzed. This analysis was structured using the framework of the five categories and 55 sub-competencies of OECD Education 2030 competencies. Additionally, the study examined the concentration and comprehensiveness of these competencies. The study's findings revealed that the learning objectives outlined in each content element of the six domains within lifelong education programs for individuals with developmental disabilities encompassed a wide range of competencies from the five categories of OECD Education 2030 competencies, without significant bias towards specific competencies. The concentration of competencies was tailored to each domain's distinctive characteristics, and in terms of comprehensiveness, all six domains exhibited a level of coverage beyond the ordinary. For the purpose of structuring meaningful lifelong education programs for individuals with developmental disabilities in the future, the incorporation of OECD Education 2030 competencies should be discussed.

Purpose: The purpose of this study was to explore the experiences of nursing students in Korea who used concept mapping for understanding pathophysiology. Methods: The data were collected using an open-ended questionnaire from 83 sophomore nursing students after studying concept mapping in pathophysiology class. Each group consisted of five nursing students submitting four concept maps regarding cell injury, inflammation, infection, and neoplasm. After familiarity with concept mapping, the participants wrote their experiences anonymously on sheets of paper. The submitted materials were analyzed via qualitative content analysis. Results: The collected materials were classified into 3 themes, 8 categories, and 18 subcategories. Three themes emerged: (1) awareness of capabilities, (2) difficulties of completion, and (3) benefits of application. Conclusion: The study revealed that participants experienced self-capabilities, and the difficulties and benefits of concept mapping. Concept mapping also provided the opportunity for nursing students to realize communication skill improvement by active group discussion within a group.

본 연구의 목적은 팀 학습 스트레스에 대한 대학생들의 인식을 밝히고, 도출한 요인들이 학생들에게 중요하게 지각되는 정도를 탐색하는 것이다. 이를 위해 대학생 19명에게 팀 학습 스트레스에 대한 개인면접을 실시하였고, 연구 참여자들이 산출한 아이디어를 분류․종합하여 최종적으로 56개의 특성을 도출하였으며, 다차원 척도법과 위계적 군집 분석을 실시하여 개념도를 완성하였다. 연구결과, 대학생의 팀 학습 스트레스에 대한 인식은 환경-정동 차원, 인위적 관계-운영관리 차원, 불평등-불성실 차원이라는 3개 차원과 역할수행 및 평가 스트레스, 교수자 스트레스, 조원 갈등 스트레스, 대인관계 스트레스, 과제공유 부족 스트레스, 무례함 스트레스, 물리적 환경 스트레스라는 7개의 군집을 도출하였다. 각 요인은 개념도 내의 위치에 따라 의미를 달리 해석할 수 있었다. 각 요인 내 진술문에 대한 연구 참여자들의 중요도 평정 결과, 7가지 군집 요인 중 조원 갈등 스트레스를 가장 중요하게 인식하였고, 대인관계 스트레스를 가장 덜 중요하게 인식하였다. 이러한 연구결과를 바탕으로 대학생의 팀 학습 스트레스에 대한 논의 및 제언을 하였다.

The purpose of this study is to identify university students' perceptions of team learning stress and explore how important they are in the derived stress factors. For this purpose, individual interviews on team learning stress were conducted with 19 university students and the ideas generated by team classified and synthesized. Finally, 56 statements were derived from the ideas and the concept map was completed by performing multidimensional scaling and hierarchical cluster analysis. The university students' perception of team learning stress resulted in three dimensions(environment-affective, artificial relationship-administrative & inequality-insincerity) and seven stress factors(role performance-evaluation, professor-related, conflict with team members, interpersonal relationship, lack of control sharing in task, offensive manner & physical environment). Each factor could be interpreted differently depending on the location in concept map. According to participants' evaluation of the important of statements within each factor, the participants perceived 'conflict with team members' as the most important and 'interpersonal relationship' as the least important in the team learning stress factors. The suggestions for future research were based on these findings and limitations.

The evolution of generative artificial intelligence—exemplified by OpenAI's ChatGPT and other large language and vision models—has sparked considerable change across multiple domains, including education. Particularly within immersive media education and digital content production, generative AI introduces new pedagogical possibilities that transcend traditional workflows. This study investigates how generative AI technologies can be practically integrated into projection mapping education, aiming to enrich learner engagement and foster immersive creative experiences in both technical and artistic dimensions. This research centers on formulating an instructional framework that embeds generative AI tools into the stages of projection mapping production: from ideation and conceptual development to asset creation, spatial mapping, and real-time visual synchronization. Students engaged in this process benefit from AI-assisted content generation, including text-to-image modeling, automated storyboard creation, and simulation-based visual testing, which together accelerate their creative pipeline and lower the cognitive load associated with complex technical execution. Moreover, the study explores how the integration of AI technologies influences learners’ sense of immersion, autonomy, and creative confidence. Drawing on a combination of structured instructional design and exploratory field experiments, the project collected both qualitative and quantitative data through observational analysis, participant interviews, and expert validation. Results indicate that AI-supported education not only improves students’ task efficiency and comprehension but also amplifies their emotional and cognitive engagement during production-based activities. In addressing the challenges of educational accessibility and the gap between conceptual learning and realworld production, the study offers a scalable model adaptable to diverse educational environments, including major learners and interdisciplinary design programs. Furthermore, it provides concrete pedagogical strategies for educators seeking to integrate AI technologies into their teaching, with a focus on maximizing learner immersion, creative expression, and project-based outcomes. This case study ultimately contributes to the discourse on next-generation educational practices in immersive content creation, proposing generative AI as a transformative catalyst for both teaching innovation and learner-centered design in the age of intelligent media.

Soil organic matter (SOM) content and other physical soil properties were extracted from a digital soil database, the Soil Survey Geographic (SSURGO) database, to map the amount of SOM and determine its relationship with topographic positions in floodplain areas along a river basin in Douglas County, Kansas. In the floodplains, results showed that slope and SOM content had a significant negative relationship. Soils near river channels were deep and nearly level, and they had the greatest SOM content in the floodplain areas. For the whole county, SOM content was influenced primarily by soil depth and percent SOM by weight. Among different slope areas, soils on mid-range slopes (10-15%) and ridgetops had the highest SOM content because they had relatively high percent SOM content by weight and very deep soils, respectively. SOM content was also significantly variable among different land cover types. Forest/woodland had significantly higher SOM content than others, followed by cropland, grassland, and urban areas.

Purpose: Despite growing recognition of the critical importance of physician leadership in delivering safe healthcare, especially in light of the 2023 medical crisis and professional resistance in Korea, existing studies on leadership education have focused predominantly on countries with long-established leadership curricula. This study aims to assess the curricular content of Korean medical schools to provide a quantitative and qualitative baseline of medical leadership training in the undergraduate curriculum.Methods: We conducted a content analysis of undergraduate medical curricula from 19 Korean medical schools using the Medical Leadership Competency Framework (MLCF) as a guiding framework. Survey questionnaires were distributed to designated faculty at each institution, and 270 courses were analyzed, yielding 504 leadership-related codes that were categorized thematically across the five MLCF domains and by academic year.Results: Our analysis revealed that 228 codes (45.2%) fell within “Demonstrating personal qualities” and 75 codes (14.8%) within “Setting direction,” with predominant emphasis on medical ethics and law. Training in systems-based practice, self-awareness, emotional intelligence, and team-based approaches was relatively limited. Substantial institutional variation existed, with only eight of 19 schools offering curricula covering all five MLCF domains. Most leadership content was delivered through isolated, single- semester courses rather than longitudinally integrated programs.Conclusion: While Korean medical schools recognize certain leadership competencies, there is a need for more comprehensive and consistent integration of leadership development, particularly in teamwork and systems-based practice. We recommend longitudinal integration of leadership education across pre-clinical and clinical years to address evolving competencies at different training stages.

Association mapping is widely used in rice and other crops to identify genes underlying important agronomic traits. Most association mapping studies use diversity panels comprising accessions with various geographical origins to exploit their wide genetic variation. While locally adapted breeding lines are rarely used in association mapping owing to limited genetic diversity, genes/alleles identified from elite germplasm are practically valuable as they can be directly utilized in breeding programs. In this study, we analyzed genetic diversity of 179 rice varieties (161 japonica and 18 Tongil-type) released in Korea from 1970 to 2006 using 192 microsatellite markers evenly distributed across the genome. The 161 japonica rice varieties were genetically very close to each other with limited diversity as they were developed mainly through elite-by-elite crosses to meet the specific local demands for high quality japonica rice in Korea. Despite the narrow genetic background, abundant phenotypic variation was observed in heading time, culm length, and amylose and protein content in the 161 japonica rice varieties. Using these varieties in association mapping, we identified six, seven, ten, and four loci significantly associated with heading time, culm length, and amylose and protein content, respectively. The sums of allelic effects of these loci showed highly significant positive correlation with the observed phenotypic values for each trait, indicating that the allelic variation at these loci can be useful when designing cross combinations and predicting progeny performance in local breeding programs.

본 논문에서는 동적 프로젝션 매핑 콘텐츠 저작 도구의 설계를 위해 동적 프로젝션 매핑의 유형과 그에 따른 인터렉션, 이펙트 효과, 그리고 적용되고 있는 객체 추적 방법을 분석하였다. 움직임이나 형태가 고정된 대상체에 영상을 투영하던 정적 프로젝션 매칭의 방법과는 다르게 최근 소개되고 있는 동적 프로젝션 매핑 콘텐츠들은 다양한 객체 추적 방법을 적용하여 프로젝션 매핑의 적용 대상 및 내용이 다양화되고 있다. 그러나 이에 따른 동적 프로젝션 매핑 콘텐츠 저작도구의 개발이 요구되고 있다. 이에 향우 저작도구의 설계를 위한 사전연구로 동적 프로젝션 매핑 콘텐츠의 특성을 분석하였다.

본 논문에서는 동적 프로젝션 매핑 콘텐츠 저작 도구의 설계를 위해 동적 프로젝션 매핑의 유형과 그에 따른 인터렉션, 이펙트 효과, 그리고 적용되고 있는 객체 추적 방법을 분석하였다. 움직임이나 형태가 고정된 대상체에 영상을 투영하던 정적 프로젝션 매칭의 방법과는 다르게 최근 소개되고 있는 동적 프로젝션 매핑 콘텐츠들은 다양한 객체 추적 방법을 적용하여 프로젝션 매핑의 적용 대상 및 내용이 다양화되고 있다. 그러나 이에 따른 동적 프로젝션 매핑 콘텐츠 저작도구의 개발이 요구되고 있다. 이에 향우 저작도구의 설계를 위한 사전연구로 동적 프로젝션 매핑 콘텐츠의 특성을 분석하였다.

이 연구는 OECD Education 2030 프로젝트의 1단계 연구로 수행된 교육과정 내용 맵핑(CCM) 결과를 바탕으로 우리나라 중학교 사회과 교육과정의 역량 반영 양상을 분석하고, 국제 데이터를 활용하여 사회과 교육과정 개선에의 시사점을 도출하기 위한 목적으로 수행되었다. CCM 분석 결과, 우리나라 중학교 사회과 교육과정은 일부 역량을 제외하고, OECD Education 2030 프로젝트에서 제시하는 28가지 역량을 포괄적으로 반영하고 있으며, 교육과정의 공통 부분인 성격이나 목표 외에도 성취기준 수준에서 비교적 상세히 반영하고 있었다. OECD Education 2030 프로젝트의 CCM 분석에 참여한 국가(지역) 데이터와 비교한 결과, 우리나라는 학생 주도성이나 협력적 주도성, 문제해결력, 미디어 리터러시 등 일부 역량은 OECD 참여국 평균보다 많이 반영하고 있으나, 학습에 대한 학습이나 자기 관리 등 일부 역량은 OECD 참여국 평균보다 반영 비율이 낮은 것으로 나타났다. 이상의 연구 결과는 사회과 교육과정의 국제적인 동향을 파악하는 데에 도움을 제공하며, 향후 우리나라 사회과 교육과정을 개선하기 위한 방안을 모색하는 데 활용될 수 있을 것이다.

This study aimed to analyze the competency reflection of the middle school social studies curriculum in Korea based on the results of curriculum content mapping (CCM) conducted as the first stage of the Organization for Economic Co-operation and Development (OECD) Education 2030 Project and to derive implications for improving the social studies curriculum using international data. The CCM analysis showed that the social studies curriculum of middle schools in Korea comprehensively reflects the 28 competencies suggested by the OECD Education 2030 Project, excluding some competencies, and is relatively detailed in achievement standards in addition to the character and goals of the curriculum. Compared to data from other countries that participated in the CCM analysis of the OECD Education 2030 Project, Korea reflects more competencies such as “student agency,” “co-agency,” “problem solving,” and “media literacy” than the OECD average. However, some competencies such as “learning to learn” and “self-regulation/self-control” were found to have a lower reflection rate than the average of OECD participating countries/jurisdictions. Through the above research results, it was possible to grasp the international trend of the social studies curriculum, and to find ways to improve it in Korea in the future.

이 연구에서는 보편적 성격의 교과인 2015 개정 미술과 교육과정의 일반 선택과목 ‘미술’을대상으로 문화 시민으로서의 역량 함양 및 진로 탐색과 준비에 어느 정도 기여하는 지를 탐색하고 개선 방안을 모색하고자 하였다. 연구 방법으로, 국가 수준 교육과정 설계에 세계 공통으로 적용할 수 있도록 OECD가 개발한 학습 프레임워크의 28개 역량과의 내용 맵핑(Curriculum Content Mapping, CCM)을 실시하였다. 연구 내용으로는 OECD Education 2030 학습 프레임워크 구성에 대해 살펴보았으며, 일반 선택과목‘미술’의 성격을 탐색하였고, CCM을 통해 2015 개정 미술과 교육과정의 목표, 내용, 교수·학습 및 평가 방법을 분석하였다. 연구 결과, 일반 선택과목‘미술’ 의 OECD 역량 반영 범주는 소수의 역량에 편중되어 있고, 반영 비율도 낮게 나타났다. 이는 일반선택과목‘미술’의 교육과정은 교과 공통의 핵심 역량을 함양하는 것도, 미술 교과의 역량을 함양하는 것에도 미흡할 수 있음을 시사한다. 또한, 미술 분야로의 진로 탐색 및 준비를 위한 기능도 미진함을 보여준다. 역량 기반 교육과정의 체제를 갖춘 해외 교육 선진국의 미술과 일반 선택과목의 성격과 기능과 비교해 보니, 미술 분야에 대해 본격적으로 진로 탐색과 준비를 지원한다는 점에서 우리나라와 차이가 있었다. 연구 결과에 기초하여 차기 미술과 교육과정의 개발 및 고교학점제 도입을 위한 방안을 모색하였다.

In 2017, the Ministry of Education announced the introduction of the high school credit system as a core policy to support the establishment of a student career-type high school system and student growth. In order to cope with the rapidly changing society, the 2015 revised curriculum was structured as a curriculum based on 'competencies', and ‘cultivation of competencies' and 'career exploration and career preparation' by improving the quality of the student's learning process has emerged as key educational tasks. Under the contexts, this study was intended to explore the ways to improve the curriculum of high school elective subject, ’art’, which is characteristic of ‘common’ and ‘essential’. As a research method, Curriculum Content Mapping (CCM) was conducted for the general elective course in the 2015 revised art curriculum with OECD Education 2030 Learning Framework, to examine the degree to which it contributes to cultivating high school students’ basic literacy as a cultural citizen, and to explore and prepare for their career paths. The study examined the composition of the OECD Education 2030 Learning Framework, explored the nature of the general elective subject, ‘Art' and analyzed its'goals, content, teaching and learning, and evaluation methods of the 2015 revised art curriculum through CCM. In addition, it differs from Korea in that it examines the existence of competency-based curriculum in the nature and function of art and general elective subjects in advanced countries of education abroad, and supports full-scale career exploration and preparation in the field of art. As the result of the study the OECD competency reflection category of the general elective subject 'art' was concentrated on a small number of competencies, and the rate of reflection is also low. This suggests that the curriculum of the general elective course 'art' may fall short of cultivating the core competencies in common subjects and the competencies of the art subject. Furthermore, the role for career exploration and preparation in the field of art are also insufficient. Based on the implications derived from the study, some proposals were made for development of the next curriculum and introduction of the high school credit system.

OECD는 학습 프레임워크를 개발하고 국제 비교 연구의 일환으로 교육과정을 분석하는 Education 2030 프로젝트를 수행하고 있다. 우리나라는 OECD Education 2030 프로젝트의 일환으로 수행된 국어, 수학, 사회/역사, 과학, 체육, 예술(미술/음악), 기술·가정/정보 교과에 대한 교육과정 내용 맵핑 연구(Curriculum Content Mapping, 이하 CCM)의 본 검사에 참여하였다. 본 연구는 CCM 본검사에 참여한 결과 중 수학과의 내용을 정리한 것으로, 우리나라 2015 개정 중학교 수학과 교육과정에 CCM 프레임워크의 역량이 어느 정도로 어떻게 반영되었는지를 확인하고 이를 바탕으로 우리나라 수학과 교육과정 및 교육과정 국제 비교 연구를 위한 시사점을 도출하였다.

The OECD launched the Education 2030 project to develop a learning framework and to conduct the international comparative study on curriculum. As a part of the OECD international curriculum analysis, Korea Institute for Curriculum and Evaluation(KICE) conducted a main study of Curriculum Content Mapping (hereafter, CCM) in the 7 learning areas/subject areas such as national languages, mathematics, humanities/social sciences, natural science, physical education/health, arts, and technologies. The CCM study aimed to identify how the competencies on CCM framework were reflected in the Korea curriculum. For this purpose, KICE identified the competencies on CCM framework, revised the coding framework, and undertook the mapping process. In this study, we gathered the CCM data as an evidence of how competencies on CCM framework were embedded in the 2015 revised mathematics curriculum. For this purpose, experts in mathematics education undertook the mapping process, we summarized the results of CCM main study in mathematics. As the results, numeracy, critical thinking, problem solving, anticipation, action, reflection were perfectly embedded in the 2015 revised mathematics curriculum. the competencies on CCM framework were embedded in the 2015 revised mathematics curriculum, and but literacy, physical/health literacy, trust, learning to learn, reconciling tension and dilemmas, literacy for sustainable development, financial literacy, and entrepreneurship/enterprising were not clearly related to mathematics curriculum. The mapping results should help the Korea Ministry of Education and KICE for preparing the future curriculum revision and development.

Purpose: The purpose of this study was to explore the experiences of nursing students in Korea who used concept mapping for understanding pathophysiology. Methods: The data were collected using an open-ended questionnaire from 83 sophomore nursing students after studying concept mapping in pathophysiology class. Each group consisted of five nursing students submitting four concept maps regarding cell injury, inflammation, infection, and neoplasm. After familiarity with concept mapping, the participants wrote their experiences anonymously on sheets of paper. The submitted materials were analyzed via qualitative content analysis. Results: The collected materials were classified into 3 themes, 8 categories, and 18 subcategories. Three themes emerged: (1) awareness of capabilities, (2) difficulties of completion, and (3) benefits of application. Conclusion: The study revealed that participants experienced self-capabilities, and the difficulties and benefits of concept mapping. Concept mapping also provided the opportunity for nursing students to realize communication skill improvement by active group discussion within a group.

SCORM(Sharable Content Object Reference Model)은 웹 기반 e-러닝 콘텐츠 설계를 위한 참조모델이다. 본 연구는 e-러닝 콘텐츠의 설계와 개발을 목적으로 SCORM 콘텐츠 통합 모델(Content Aggregation Model)을 분석하고, UML 다이어그램을 이용하여 XML 데이터를 모델링하는 매핑(Mapping)기법을 제안한다. 이를 위하여 SCORM 콘텐츠 통합 모델의 구성요소를 Content Package, Manifest, Metadata, Content Aggregation, Organization, Resource로 분류하여 클래스 다이어그램으로 매핑하는 규칙을 제안한다. 또한 제안된 기법을 토대로 SCORM형 e-러닝 콘텐츠를 역공학(Reverse engineering)으로 분석 및 설계하여 제안한 기법의 유효성을 검증한다.

SCORM(Sharable Content Object Reference Model) is a reference model for Web-based e-learning content design. This study analyzes SCORM content aggregation model for the purpose of design and development of e-learning contents and proposes a mapping method modeling XML data using a UML diagram. For this, a rule of mapping as a class diagram by classifying the constituent factors of SCORM content aggregation model into content package, manifest, metadata, content aggregation, organizations and resources. Also, the validity of the proposed method is to be verified analyzing and designing SCORM content aggregation model with reverse engineering based on the proposed method.

본 연구는 토픽 모델링과 내용분석을 활용하여 2001년부터 2025년까지 국내 섬 관광 연구의 전반적 흐름을 체계적으로 검토하였다. 발행 추이, 학술지 분포, TF–IDF 기반 핵심 키워드 분석 결과, 섬 관광 연구는 점진적으로 확장되어 왔으며, 『한국도서연구』가 국내 섬 관광 연구의 주요 게재 학술지로 기능해 온 것으로 나타났다. 토픽 모델링 분석을 통해 총 여덟 개의 잠재 주제가 도출되었는데, 이는 이동성 기반 만족(토픽 1), 장소 특성과 지역 정책 연계(토픽 2), 관광객 평가와 행동 요인(토픽 3), 생태·여가 중심 연구(토픽 4), 축제·인프라·시설 및 주민 인식(토픽 5), 치유 자원과 정책·브랜딩 지향 접근(토픽 6), 공간 구조·인프라 및 지역 간 교류 네트워크(토픽 7), 그리고 인식된 위험, 제약, 동기, 지역 맥락에 의해 형성되는 관광지 선택 요인(토픽 8)으로 구성된다. 분석 결과, 국내 섬 관광 연구는 다수의 주제 흐름이 병존하는 다학제적 연구 영역으로 발전해 왔음을 확인할 수 있었다. 각 토픽별 감마 값이 높은 문헌을 중심으로 심층 검토를 수행하여 주제 내 의미 구조와 연구 전개 경로를 구체화하였다. 이러한 분석 결과를 바탕으로, 본 연구는 향후 섬 관광 분야의 학술연구 방향과 더불어 국내 섬 관광 정책 및 산업 발전을 위한 시사점을 제시한다.

This study provides a comprehensive overview of island tourism research in South Korea from 2001 to 2025 using topic modeling and content analysis. Analysis of publication trends, journal distribution, and TF?IDF key terms indicates that the field has progressively expanded, with The Journal of Korean Island serving as a key publication venue for island tourism scholarship. Topic modeling identifies eight latent thematic areas: mobility-based satisfaction (Topic 1); place characteristics and regional policy linkages (Topic 2); tourist evaluation and behavioral factors (Topic 3); ecology- and leisure-oriented research (Topic 4); festivals, infrastructure, facilities, and resident attitudes (Topic 5); healing resources and policy- and branding-oriented approaches (Topic 6); spatial structure, infrastructure, and inter-regional exchange networks (Topic 7); and destination choice factors shaped by perceived risks, constraints, motivations, and local context (Topic 8). The results demonstrate that island tourism research has evolved into a multidisciplinary field characterized by multiple thematic streams. High-gamma documents within each topic were examined to clarify underlying thematic structures and research trajectories. Based on these findings, the study offers implications for future academic research, as well as insights relevant to island tourism policy and industry development in Korea.