Earticle

Metabus, currently represented by Second Life on the Internet, is the next-generation 3DCG Internet world in which the 2D Internet world has evolved, and has grown as a new ICT culture of mankind that can replace real society with virtual society. As such, the reason why the world of metabus has rapidly expanded is that the era of 3D Internet has arrived due to the evolution of the Internet, which only used information, and the spread of 5G communication in user-participating WEB. However, there are many situations in which laws do not exist in this virtual world and various illegal acts occur. As the Internet culture developed earlier, illegal activities by users began to appear, and as the legal responsibility of Internet providers was discussed, mankind quickly passed the Millennium Copyright Act or introduced new copyright protection measures such as technical protection, transmission rights, and rights management information. Therefore, this paper reviews and studies how to accept and further grow this new metabus culture, including the viewpoint of intellectual property.

3D MUVE를 활용한 과정드라마는 주로 북미, 유럽, 호주에서 ‘세컨라이프’를 통해 시도되었다. 주로 교 육적인 목적으로 단편적으로 사용되었고, 오프라인 과정드라마가 추구하는 메탁시스를 통한 미적 체험 을 시도한 예는 많지 않다. 본 연구는 이들의 시도에서, 과정드라마의 구성이 세컨라이프의 매체적 특성 을 살려 이루어졌으며, 모든 활동이 가상세계에서 이루어질 경우 오락적인 색채를 띨 가능성이 있음을 발견하였다. 또한, 과정드라마를 가상세계에 적용할 때 가상세계가 지니는 ‘시공간 제약의 부재’가 드라 마 진행을 방해하기 쉬우므로, 이를 제어할 놀이 규칙에 대한 동의와 약속이 필요함을 알게 되었다. 그 리하여, 국내에서 최근에 출시된 3D MUVE를 활용한 과정드라마를 구성하는데 있어, 이러한 발견지점 을 반영하였다. 제페토는 아바타와 공간 창조에 있어 자유롭다. 이점을 살려 참가자들이 과정드라마에 몰입할 수 있도록 하기 위해, 낯선 사람과 낯선 장소를 극적 경험을 제공하는 방법으로 삼았다. 참가자들 은 기술적인 부분이 나아지고, 조작 능력을 갖추면 또 다른 양식의 드라마가 가능할 것이라고 평가하였 다. 이러한 결과는 테크놀로지 형식이 제공할 수 있는 체험의 특징을 과정드라마가 살렸을 때, 참가자들 이 의미 있는 경험을 할 수 있음을 말해준다. 즉 ‘벚나무집’ 과정드라마는 과정드라마가 구현되는 테크놀 로지에 의해 변형될 때, 그 테크놀로지의 특징에 맞게 적절하게 변형된다면 의미 있는 경험을 제공할 수 있다는 사실을 단적으로 말해준다. ‘벚나무 집’ 과정드라마는 제페토가 가진 특징을 반영하여, 아바타와 공간을 활용한 새로운 형식의 과정드라마가 될 수 있다는 가능성을 보여준다.

Process drama using 3D MUVE were mainly attempted through 'Second Life' in North America, Europe and Australia. It was mainly used fragmentarily for educational purposes, and not many have attempted aesthetic experiences through metaxis pursued by offline process drama. From their attempt, this study found that structuring process drama in virtual world was done reflecting the characteristics of Second Life. And, if all the activities were carried out in the virtual world, it was likely to become entertainment. In addition, I found that when applying process drama to the virtual world, 'the absence of the constraints of time and space' of the virtual world is likely to interfere with the progress of the drama, so consent and commitment to rules are needed for process drama to unfold. Thus, this discovery was reflected in structuring process drama using the recently released 3D MUVE in Korea. Considering Zepeto allows to freely use avatar and space creation, the sequence of process drama is buit upon this strength. As a result, the process drama includes encounters with strangers and unfamiliar environments. And this makes participants engaged in virual process drama. Participants evaluate that if the technical parts are improved and the operational ability are achieved, alternative type of drama would be possible. These results suggest that participants can have a meaningful experience when the process drama takes advantage of the features of the experience that the technology format can provide. In other words, the "Cherry Blossom House" process drama simply tells us that when process drama is transformed by the technology in a way that it is modified appropriately to suit the characteristics of the technology, it can provide a meaningful experience. The "Cherry Blossom House" process drama reflects Zepeto's characteristics and shows the possibility of becoming a new type of process drama using avatar and space.

우리나라의 교육시스템은 최근에 자율과 창의에 바탕을 둔 자기 주도적 학습력 배양을 위해서 재량활동영역을 확대하고, 교과 학습에서 직접 체험하기 어려고 현장학습을 통해서만 얻을 수 있는 학습내용들을 배울 수 있도록 다양한 현장학습을 권장하고 있다. 실제로 현장학습을 하도록 권장하고 있으나 학교에서는 시간적 여유 부족, 비용, 날씨, 안전 관련과 같은 문제점들로 현장학습이 확대, 실천되어 이루어지고 있지 않다. 이러한 문제점을 극복하기 위하여 본 연구에서는 가상현실 도구를 활용한 현장학습모델을 개발하였다. 개발된 현장학습모델을 사용하여 서울 시내 초등학교 4학년 학생들을 대상으로 수업을 진행하였다. 수업한 결과 대부분의 학생들이 수업에 적극적으로 참여하였으며 재미있어 했고 또한 한 한기동안 학업성적이 향상되는 결과를 보였다.

South korea's education system recently expands discretion activity classes for raising self-leading learning ability based on autonomy and creativity, and also recommends students to perform diverse field trips in order to learn the contents which can be obtained only from field learning. However most schools come hard to go on a field trip because they face many difficulties such as lack of time, expense, weather, and safety. In this paper, in order to get over these difficulties we design a teaching model for field based learning activities using a virtual reality tool. And using the developed virtual reality tool, we taught 4th grade students of an elementary school located in Seoul. As a result, most of students were engaged and interested in the class and improved their academic achievement during one semester.

이 연구의 목적은 세컨드라이프와 같은 3차원 가상현실에서 디지털 스토리텔링의 교육적인 가능성을 탐색해 보는데 있다. 세컨드라이프와 같은 가상현실은 현실 수준을 반영한 충실도를 통해 학습자들에게 풍부한 학습 환경을 제공할 수 있다. 이 연구를 위해 우리는 디지털 스토리텔링의 유형별로 재미와 이해도에 미치는 영향을 알아보고자 실험대상자 108명을 대상으로 세컨드라이프와 같은 가상현실에서 디지털스토리텔링 활동을 수행하였다. 실험 결과스토리텔링 형태에 있어서 이해에는 집단간 차이가 없지만, 재미에는 집단간 유의한 차이가 있는 것으로 나타났다. 이야기 주인공과 동질감을 느낄 수 있고 이야기와 유사한 환경을 제공하는 가상현실 활동이 학습자들의 참여를 촉진하여 재미에 중요한 영향을 미친다는 결과를 얻었다.

The purpose of this study is to explore the educational potential of digital story telling in Second Life with three-dimensional virtual reality. Virtual reality such a Second Life can provide to learner chance with the rich learning environment through fidelity. In this study, we have been measured the fun and comprehension among three groups on digital storytelling types. Through the result of experimental, comprehension was no significant but fun was different among three groups on storytelling. we have the result that experiential activity in virtual reality that provide to get the identification as a main character, good environment is influenced the fun to learner via engagement facilitation.

in recent years, entertainment industry has grown up sharply, which significantly affects our daily life. it was expedited by the rapid growth of cyber entertainment. Cyber entertainment means entertainment in cyberspace provided by online media, i.e. mp3, VOD, and online computer games. iPTV and internet mobile phone are expected to replace the traditional entertainment media such as TV, CD, DVD, and to evolve continuously. Virtual life entertainment like Second Life leads us to a new world. Cyber entertainment has certain characteristics which are much different from the traditional entertainment. The Recipients of cyber entertainment service may enjoy it personally without going out to public places like a movie theater or playground. They can participate in production, modification, and development of the contents of the cyber entertainment through UCC, computer games, Second Life, and even replies. The Recipients can easily shift the time and place of the cyber entertainment and enjoy the contents as many times as they wish. They have a plenty of choices in media to access contents of cyber entertainments. Since there is no border in cyberspace, cyber entertainment service can be provided transnationally. Cyber entertainment presents almost real and pleasant experience to the Recipients, who are in many instances devoted thereto, if not addicted. The contents of cyber entertainment are more than occasionally obscene, violent, or gambling-oriented. Minors are exposed to search undesirable indecency. Cyber entertainment service using computer network is vulnerable to leakage of personal information. The contents of cyber entertainment, from time to time, contain the materials that infringe copyright. Due to the above characteristics of cyber entertainment, the legal principles developed for traditional entertainment are not adequate for cyber entertainment. The authors will examine the traditional legal principle and how they can be modified, if not totally replaced by the new legal principles. This paper will review the issues of ownership in virtual property such as UCC, avatar, and those created in Second Life. The role of Online Service Providers (OSPs) is critical in cyber entertainment. OSPs create and control cyber world. So to speak, it is a patriarchy in cyberspace. The authors argue that this OSPs’ role of paternity should be well-recognized and refined. They create the systems and establish the rule of cyberspace. The OSPs are required to take more responsibility in protecting their customers and preventing them from illegalities. They should take measures against obscenity, violence, defamation, and infringement of prⅳacy or intellectual property. This paper will further discuss rights and obligation of the parties to cyber entertainment, mainly the OSPs and the Recipients. Due to the increasing importance of cyber entertainment to the indⅳidual Recipient, his interests and rights should be well respected and secured. The terms and conditions of the service must be fair and equitable for both parties. The authors will deal with other residual legal issues in cyber entertainment that has cast enormous impacts on our society already.

This essay examines memoirs of the territorial Hawai‘i-born, second-generation Korean American Peter Hyun, such as Man Sei!: the Making of a Korean American (1986), and In the New World: the Making of a Korean American (1995). Looking into the autobiographical representations of Hyun, who has crisscrossed different borderlines of culture and language, problematizes and complicates his assumed identity and position in the United States, showing the cross-national and dynamic dimensions of pre-1965 second-generation Korean diasporic self and also the importance of such narratives to any full understanding of Korean diasporic identity in general.

본 연구는 간호대학생의 전공만족도와 대학생활적응 간의 관계에서 사회적 지지가 매개하는 효과를 규명하기 위해 수행되었다. 연구대상자는 일부 지역의 간호대학생으로, 최종분석에 포함된 대상자는 199명이었다. 자료 분석은 기술통계, 독립 t-검정, 일원분산분석(ANOVA), Pearson 상관계수 분석, 다중회 귀분석 등을 통해 분석하였으며, 매개효과의 유의성은 SPSS PROCESS Macro 4.0을 활용하여 분석하였다. 그 결과, 성적이 낮은 경우(β=-.234, p=.011), 대학생활 만족에 보통인 경우(β=-.132, p=.037)가 대학생활 에 대한 적응을 저해하는 요소로 나타났으며, 전공만족도(β=.488, p<.001)와 사회적지지(β=.093, p=.019)가 대학생활적응에 긍정적으로 유의한 영향력을 나타났다. 또한, 전공만족도와 대학생활적응 간의 관계에서 사회적 지지는 부분매개효과를 가지는 것으로 나타났다. 즉, 사회적 지지는 전공만족도가 대학생활적응에 미치는 영향을 완충하는 역할을 하며, 이를 통해 대학생활적응을 향상시키는 데 기여할 수 있음을 시사한다. 따라서 간호학과 1, 2학년 학생들의 원활한 대학생활적응을 지원하기 위해 전공만족 도를 높이는 동시에 사회적 지지를 향상시키는 프로그램 개발과 학과 환경 개선이 요구된다.

This study explored the mediating role of social support in the relationship between nursing students’ major satisfaction and adjustment to college life. Participants were 199 nursing students from a specific region, and data were analyzed using summary statistics, independent t-tests, one-way ANOVA, Pearson correlation, and multiple regression modeling. The SPSS PROCESS Macro 4.0 was used to test the mediating effect. Findings indicated that lower academic performance (β= -0.234, p = .011) and moderate satisfaction with college life (β= -0.132, p = .037) were linked to poorer adjustment, while greater major satisfaction (β= 0.488, p < .001) and higher social support (β= 0.093, p = .019) contributed positively. Social support partially mediated the relationship between major satisfaction and college adjustment, buffering its direct impact and promoting better adaptation. To support successful adjustment among first- and second-year nursing students, it is important to develop programs that enhance both major satisfaction and social support, while improving the departmental environment.

This study presents a standalone diagnostic device for HEV high-voltage battery packs that communicates directly with the BMS outside the vehicle and enables quantitative verification of BMS SOC and SOH outputs. The prototype, developed for a Renault CMA HEV pack, activates the BMS via the low-voltage harness, reads key variables such as SOC, SOH, cell voltage and temperature, and pack voltage and current over CAN, and safely controls the pack’s high-voltage relay. Using a pack reported as 100% SOH by the BMS, constant- current discharge at about a 0.1 C-rate was performed in the SOC range from 30% to 45%, and for 5, 10 and 15-minute segments the usable energy estimated from the BMS SOC and the rated capacity showed mean values around 1.54kWh with a coefficient of variation of approximately 2-3%. The proposed BMS-linked evaluation equipment estimates the usable capacity within a tolerance consistent with the manufacturer’s nominal specification and can serve as a practical basis and tool for second-life evaluation of used high voltage battery packs.

본 연구는 중장년층의 제2인생 설계를 위한 핵심역량모델을 개발하고, 이에 기반하 여 중장년층의 제2인생 설계에 대한 교육요구를 분석하였다. 이를 위해 문헌분석, 전문 가 자문, 델파이조사, 예비 설문조사, 본 설문조사 등을 실시했다. 본 연구대상 중 델파 이조사 패널은 평생교육 관련 학계 교수와 현장전문가 등 10명이고, 분석에 활용한 설 문대상은 40세 이상 64세 이하의 중장년층 428명이다. 연구결과, 7개 핵심역량, 54개 측 정내용으로 구성된 중장년층의 제2인생 설계를 위한 핵심역량모델이 도출되었다. 교육 요구 분석에 있어서 최우선순위 핵심역량은 ‘창의·융합적 문제해결역량’, ‘개방적이고 유 연한 대인관계역량’ 등이었고, 최우선순위 측정내용은 ‘포괄적 문제인식’, ‘신뢰 기반’, ‘유연한 관계형성’, ‘원만한 의사소통’, ‘자존감’ 등으로 나타났다. 본 연구 결과에 기반하여 중장년층의 제2인생 설계를 위한 교육에 관련한 시사점과 제언을 제시했다.

This purpose of this study was to develop a core competence model for the second life planning of middle-aged people and to analyse educational needs. This study is performed by literature research, expert consultation, Delphi method, survey. The data were collected from 428 middle-aged people over 40 and 64 years old. The results were as follows: First, a core competence model was derived for the second life planning of middle-aged people consisting of 7 core competences and 54 measurement contents. Second, Core competencies of top priority in analyzing educational needs were 'creative and converged problem solving' and 'open and flexible interpersonal skills', Top priority measurement was 'comprehensive problem recognition', 'trust-based', 'flexible relationship formation', 'smooth communication' and 'self-esteem'. Based on the results of this research, suggestions and suggestions concerning education for second life planning of middle-aged people were presented.

본 연구는 은퇴 후 제 2의 삶을 사는 사람들의 제 2의 삶의 유형과 특성을 분석하는 것을 주목적으로 하였다. 연구의 목적을 위해 J 신문사 기획보도의 대상이 되었던 은퇴 후 제 2의 삶을 사는 37명을 대상으로 삶의 중심현상을 찾아내고, 이를 범주화하는 과 정을 거쳐 각각의 삶에서 드러난 공통점을 도출해 이러한 공통점이 갖는 의미를 대변 할 수 있는 명명화(naming) 과정을 거쳐 그들의 제 2의 삶의 유형을 분석하고자 하였 다. 연구의 결과 은퇴 후 제 2의 삶을 사는 사람들의 삶의 유형은 크게 연장확산형, 전 환개척형, 나눔봉사형, 배움희락형의 네 가지 유형으로 분류할 수 있었다. 각각의 삶의 유형에서 나타난 공통적인 특성은 첫째, 대부분의 사람들은 제 2의 인생에서 삶의 의미 와 보람, 행복을 느끼는 것으로 나타났다. 둘째, 대부분의 사람들이 제 2의 삶을 살기 위한 성인학습의 삶을 살고 있었다. 셋째, 제 2의 인생은 ‘하고 싶은 일’ 즉 이루어 내어 야 할 일에 치중하는 삶을 살고 있었다. 넷째, 대부분 제 2의 삶은 봉사와 삶의 의미를 위한 목적이 뚜렷한 삶이었다. 다섯째, 대부분 제 2의 삶은 한 가지 삶의 유형만으로 설 명하기 보다는 두 가지 이상의 유형이 중복된 삶의 유형을 살고 있음을 볼 수 있었다.

The purpose of this study was to analyze the life types and characteristics of the persons who have lived the second step life after retirement. This study also found out the general tendency of aged society through the analysis of second step life of the baby boomer generation and classified their second step life types. The analyzed results are summarized as follows. The life types of second step life after retirement were categorized as extension and diffusion, change and development, sharing and service, and learning and enjoyment. This research also tried to find out common points in their second step life type and how they were related with adult and continuing learning on their second step life. First, most of them felt meaning of life, worthwhileness and happiness through their second step life. Second, they cultivated their second step life through lifelong learning. Third, they concentrated on 'things they want to do' instead of ' have to do' in the second step life. Fourth, they pursued the purposed cleared life for serving and meaning. Lastly, most of their life has overlapped into at least two categories.

The aim of this paper is to illuminate the achievements of Master Baek, Yong-sung in the period from his age of 63(1926) to his death. The most distinct feature of his achievements in this period is that he proposed 'Kun back seo' in 1926, yet only facing neither social nor national welcome, started to make a substantial effort to expand the Daegak-kyo(大覺敎). The Daegak-kyo building which he constructed in the Yongjung area was the first Korean Buddhist propagation house in a foreign country. Moreover, he established 'Hwakwawon' in Hamyang, declaring the productive Buddhism, and practiced the 'Seon-agriculture Buddhism'(禪農佛敎) by himself. He created original rituals of the Daegak-kyo and new sila-receiving ritual for lay people, trying to establish a clear identity of the Daegak-kyo. The Sunday school founded in the Daegak-kyo house and textbooks compiled especially for the children shows Master Yong-sung's interest in training the younger generation for the Daegak-kyo and education. He wrote the 『Kakhaeillyun』(『覺海日輪』), the book of the Daegak-kyo thought, which gave deeper insight of the Daegak-kyo thought and established body of theory. In addition, he published the 『Korean Avatamska Sutra』,' yet furthermore retranslated its Korean-Chinese combined version, and brought out numerous books and translations around the Samjang translation council and the central headquarter of the Daegak-kyo. Master Yong-sung keenly realized that it was impossible to cooperate with the Japanned Buddhist order in which the precepts were violated, a hierarchy lost, and the monks were having wives and eating meat; therefore he seceded from the existing order. He resigned his priesthood and devoted himself to Seon(禪) Buddhism which he had advocated. Due to the Japanese oppression, however, it was hard to preserve property, so he left the Daegak-kyo property in trust to the Korean Trust Bank, later moving it to the Kyungsung propagation house in Beomuh temple. To make the foundation of the Daegak-kyo much firmer, he initiated his disciples to the tenets of the Daegak-kyo. Finally, the Daegak-kyo was dispersed, and he declared the General Headquarter of Korean Buddhist Seon Sector(朝鮮佛 敎禪宗叢林). He died at the age of 77, on Feb. 24, 1940. Later his disciples have ascertained his achievements and conducted memorial ceremonies, and the Daegak-kyo Foundation was approved and has continued up to date.

This research intends to examine the paradigm shift of rural life in S. Korea and explore the factors of the change through the two key words of ‘rural life’ and ‘second house’. Using content analysis, this research intends to examine which factors in paradigm shift made strong effects on the change of paradigm shift in rural life, considering a variety of socio-economic changes related to rural life. The time range of this research is about 20 years from Jan. 1, 1990 to Jun. 30, 2012 and each research time period is divided by 5 year unit. As a result, the period of P1(1990~1996) was nominated as 'the quickening period' with the boom of developing second house complex in rural area. The period of P2 (1997~2002) is 'the stagnation period' of second house market while housing price was rapidly collapsed and a lot of second house companies experienced bankruptcy. P3(2003~08) can be categorized into 'the recovery period’ and second house market was gradually recovered in terms of government support. After 2009, the period of P4(2009~12) can be nominated as 'the development period' according to the increase of demands for rural life and second house. Shortly, there are increase of income by economic growth (P1), 1997 Asian financial crisis and economic recovery (P2), government supports for rural area and worldwide financial crisis of 2008 (p3), retirement of baby boom generation and social concern for wellbeing life (P4).

독일의 한국계 후세대로 주목받은 마틴현은 최근 독일에 거주하는 한국 동포들에 관한 에 세이집을 출간했다. 그는 한국 동포들의 ‘역경’과 ‘고난’에 대해 다음과 같이 설명하였다. 독일의 이민자 그룹에서 일단 한국 동포들은 ‘소수’ 공동체이기 때문에 그러나 그는 한국인들 이 독일사회에 동화요구에 계속해서 모범적·일방적으로 순응한다면, 한국문화가 다음 세 대들에게 ‘의미화’ 되는 작업에 실패할 것이라고 우려했다. 한국 동포들의 일방적인 순응과 침묵은 독일 언론에서 아시아인들의 ‘약점의 상징’으로 인식되곤 했다. 본 글에서는 성공한 이민자 2세인 마틴현의 삶을 그가 직접 쓴 에세이를 통해 들여다보았 다. 전형적인 독일에 사는 한국인 이민자였던 본인의 부모님, 그리고 그들이 꾸린 가부장적 질서에서 마틴현은 순응해 왔고, 그의 부모들이 요구하는 조건들에 부합하려고 애써왔다. 그는 자신의 부모를 가리켜 산전수전을 다 겪은 사람들로 표현했다. 이민 2세들은 고향, 민 족, 정체성, 독일 사회의 고정관념 등에서 이들의 부모세대인 1세들과 다른 태도를 보여주 며 세대 차이를 드러낸다. 2세들은 가정에서는 부모들과 문화적 차이로 인한 갈등을 겪지 만, 사회에 진출해서는 피부색과 외모의 가시성으로 차별과 배제를 경험하기도 한다. 한국 계 독일인 2세, 아시아계 이민자로서 독일의 한인 2세들이 경험한 다층적인 삶을 파악하면 서 최근 조용하고 모범적인 이민자 1세들의 이미지에 대항하는 2세들의 목소리에 주목했다.

Martin-hyun, who has been attracting attention as a German descendant of Korean descent, recently published a collection of essays on Korean compatriots residing in Germany. He explained the “adversity” and “hardships” of Korean compatriots as follows. In the group of immigrants in Germany, Korean compatriots are a'small' community. I was concerned that it would. The unilateral conformity and silence of Korean compatriots was often recognized by the German media as a “symbol of weakness” by Asians.In this article, I looked into the life of Martin Hyun, the second generation of successful immigrants, through an essay written by him. His parents, who were typical Korean immigrants living in Germany, and in their patriarchal order, Martin-Hyun has complied, and has been striving to meet the conditions his parents demanded. He referred to his parents as people who had gone through all of the prenatal rites. Second generations of immigrants show generational differences in their hometown, ethnicity, identity, and stereotypes of German society by showing different attitudes from their parents, the first generation. Second generations at home experience conflict with their parents due to cultural differences, but when they enter society, they experience discrimination and exclusion through the visibility of their skin color and appearance. Second generation of Korean-German and Asian immigrants

본 연구는 ‘ICT를 활용한 구체적 사회복지교육은 무엇이며, 이러한 교육은 교육적 효과성이 증명되었는가?’를 검증하고자 하였다. 이러한 연구목적을 달성하기 위해 DBPIA, Kiss, EBSCO를 기반으로 사회복지교육, social work education, ICT, computer simulation, virtual reality or augmented reality 등의 키워드로 2016년 1월부터 2022년 7월까지의 논문을 검색하였다. 국내 database에서는 관련논문이 검색되지 않았으나 EBSCO를 통해 총 75편의 논문 이 검색되었다. 이를 3가지 기준을 통해 선별하여 총 13편의 논문이 본 연구분석에 활용되었다. 이렇게 선별된 논문 을 다음의 9가지 기준으로 내용분석하였다: 연구국가, 교육대상(학부/대학원생 등), 교육목표, 교육내용, 적용된 교육 이론, 교과목명 또는 유형(교과/비교과형태), 평가방법, 평가결과와 활용된 소프트웨어나 관련기기. 연구 분석결과, VR, Second Life, PeopleSIM, 자체개발 앱 등을 통해 사회복지교육을 진행하였고 대부분의 연구에서 몰입감, 학생 만족도, 지식향상 등의 효과성이 증명되었다. 이를 바탕으로 국내에 거의 전무한 사회복지교육에서 ICT의 활용 가능 성에 대한 대안을 제시하였다.

The aim of this study is to explore 'how is ICT being used in social work education and are they effective?' In order to answer the questions, a content analysis was conducted. Three academic databases, DBPIA, Kiss, EBSCO were searched to look for the articles that investigated ICT and social work education between Jan. 2016 and July, 2022. No study was found from DBPIA and Kiss. Based on inclusion criteria, thirteen articles were selected from EBSCO. Those articles were analyzed following 9 analytic themes: Country, Undergraduate or Graduate Student, Pedagogical Theory, Course Goal, Course Content, Evaluation Method, Outcome, Applied Software or Program. As results of the study, the platforms primarily used for social work education were VR, Second Life, PeopleSIM, course-tailored Applications. In addition, the following was illustrated as effectiveness of ICT in social work education; immersiveness, course satisfaction, improved knowledge, etc. Study limitations and recommendations of future applications were also discussed.

In this article I argue in favor of new media education as an essential and innovative force in the field of art education, seeing the infinite potential of new technology advancements and their creative applications to teaching contexts by forward-thinking art educators. The views and perspectives that I will share here have been developed from first-hand experience teaching various media courses as an art educator and artist at three colleges and also from my own artistic and creative experiences with digital media practices.

Web 2.0 is changing the paradigm of using the Internet which is affecting the e-learning paradigm. E-learning 2.0 based on the Web 2.0 has a bottom-up approach which learners work on content with social networking and collaboration in their own cyberspace. Second Life is presented as a new e-learning environment. - Flexibility, - Strong social networking, - Residents’ creative activities of Second Life ⇨ Unlimited potential to educators Second Life is a classroom built in 3D cyber space.

본 연구의 목적은 첫째, 가상세계 활용 교수방법의 예시적 사례를 분석함으로써, 효과적인 가상세계의 활용방법을 제시하고, 둘째, 가상세계 플랫폼의 유용성과 제한점을 분석함으로써, 가상세계 교수설계 및 활용방법에 실천적 제언을 하는 것에 있다. 교육적 목적으로 설계된 Quest Atlantis는 교수자에게 교육목적과 상황, 학습자의 요구에 적합한 가상세계를 손쉽게 구현 및 변형할 수 있는 환경을 제공해 주었고, 이는 결과적으로 학습자에게 적극적인 수업참여 환경을 제공했으며, 가상세계가 교수자-학습자 및 학습자 간의 상호작용 매개체로 설계될 수 있음을 보여주었다. 반면 사용자 친화적 그래픽과 가상의 환경을 설계할 수 있는 Second life는 가시적 단서와 실재적 존재감을 바탕으로 온라인 협동학습에 활용될 수 있는 사례를 보여주었다. 또한 본 연구는 연구의 예시적 사례의 구현과정에서 도출한 플랫폼의 유용성과 제한점을 바탕으로 가상세계의 교수설계 방안을 ADDIE 모형에 입각하여 제시하였다. 이는 추후 가상세계 연구자와 교수설계자에게 활용될 수 있는 구체적이고 실용적인 초석자료로서 의의를 가질 것이다.

The purposes of the study are, first, to suggest exemplary ways to educationally use virtual environments adequately through analyzing cases and, second, to explore practical issues for implementing virtual environments in educational settings through analyzing opportunities and challenges of such platforms. As a result, virtual environments showed affordances by giving learners active participation and language learning opportunities, and by promoting cooperative performance by non-verbal communication when used properly, considering the purpose, context, and needs of a class. Additionally, the study suggests practical considerations for designing classes with virtual environments thorough analyzing platforms, focusing on Quest Atlantis and Second Life. This study has meaning in providing specific suggestions for future researchers and instructional designers.

As a part of a larger study, the purpose of this study is to show how high-intermediate and low-intermediate ESL students interact during unofficial task periods and to identify key factors for better interaction in Second Life. The study also suggests implications for the use of Second Life in the ESL/EFL context. Using a qualitative research method, this study found emerging activities during pre- and post-task periods when students were free to interact with each other. High-intermediate (n=21) and low-intermediate (n=13) ESL students, who had never used Second Life before, participated in this study. They were asked to complete three types of tasks using voice-chat and their avatars. Before they went into the official tasks, students engaged in pre-task activities such as greetings, checking voice-chat, checking whether all are present, and small talk. As post-task activities, they ended their conversation with closing remarks and, by talking with the researcher, or with no closing remark. Four themes emerged from the initial data analysis: solving technical problems, setting Telepresence (Schroeder, 2002) before the task, the lesser importance of after-task activity, and the element of playfulness. Based on these themes, suggestions for designing pre-task activities and implications for using Second Life are discussed.

This study investigated ESL students' attitudes in completing tasks in Second Life, a virtual environment where students interacted via voice-chat using their avatars. Students engaged in three types of tasks during four 45-minute lab sessions. Students of 34 high and low-intermediate ESL classes participated in two surveys during and after the task sessions. 15 students were interviewed after they had finished the last lab session. Researcher's observations were also used as data source. Overall, low-intermediate students had a more positive attitude toward Second Life than high-intermediate students as the lab session went by. For low-intermediate students, using avatars was interesting because it did not require much English proficiency, and they had control to manipulate these functions. However, for high-intermediate students, who were more focused on task completion, the novelty effect of using avatars disappeared. Because they already had enough English proficiency to complete the tasks, using avatars or other affordances of Second Life became annoying factors that did not contribute to task completion. Moreover, technical troubleshooting and clear instruction were raised as prerequisites for better communication in Second Life. Task difficulty also affected students' motivation.