Earticle

이 연구는 대학생들을 대상으로 외계행성 교육을 받기 전, 후의 인식 변화를 알아보기 위해 비구조화된 면담을 실시하고 주제분석법을 활용하여 분석하였다. 연구 결과는 다음과 같다. 첫째, 외계행성 교육 프로그 램은 학생들의 외계행성에 대한 지식을 증진시키고, 우주에 대한 관심과 호기심을 높이는 데 긍정적인 영 향을 미쳤다. 둘째, 학생들은 외계행성 탐사의 중요성 과 외계행성 탐사에 대한 다양한 방법에 대한 이해도 가 깊어졌다. 셋째, 학생들은 외계행성 탐사가 인류에 게 다양한 측면에서 중요한 의미가 있으며, 외계행성 에 대한 교육이 필요하다고 인식하였다. 이러한 결과 는 향후 외계행성과 관련된 교육 프로그램의 개발과 적용에 있어 중요한 시사점을 제공할 수 있다.

This study conducted unstructured interviews with college students to explore changes in their perceptions before and after receiving education on exoplanets. The analysis utilized thematic analysis. The results are as follows: First, the exoplanet education program enhanced students' knowledge about exoplanets and increased their interest and curiosity about space. Second, students deepened their understanding of the importance of exoplanet exploration and the various methods of such exploration. Third, students recognized that exoplanet exploration holds significant importance for humanity in various aspects and acknowledged the need for education on exoplanets. These findings can provide important insights for the development and application of future educational programs related to exoplanets.

본 연구는 대학생의 자아정체감과 직업선택요인 및 직업준비활동과의 관계를 알아보고자 하였다. 연구대상으로는 한국 아동· 청소년 패널(KCYPS) 중 1패널 7차년도 2016년 자료인 대학생들(2091명)을 선정하였으며 분석방법으로는 SPSS 21.0을 활용하여 기술통계, 상관분석, 회귀분석을 실시하였다. 본 논문의 연구결과 자아정체감은 직업선택요인과는 유의미한 정적상관관계가 나타났고 취업준비활동과는 상관관계가 나타나지 않았다. 그리고 대학생의 자아정체감은 직업선 택요인에 통계적으로 유의미한 영향을 미친 것으로 나타났으며. 취업준비활동에는 통계적으로 유의미한 영향을 미치지 못 하는 것으로 나타났다. 따라서 본 연구는 사회진출이 과업인 대학생들을 위하여 자아정체감의 확립 뿐만 아니라 직업선택 과 취업준비활동까지 영향을 미칠 수 있는 구체화되고 체계적인 프로그램 및 교육이 활성화 되기를 기대하며 이에 대한 중요성을 시사하고자 한다.

The purpose of this study was to identify the relationship between self-identity, Career choice factors and employment preparation activities of college students. The research subjects were the group of 2091 college students who participated in Korean Children Youth Panel Survey(KCYPS) as 7th graders. Their 7th year data in 2016 were analyzed by using SPSS 21.0, descriptive statistics, correlation analysis and regression analysis. Self identity was found significant and positive correlations between career choice factors and not employment preparation activities. and It was found that their self-identity of college students exerts a statistically significant effect on their career choice factors but not on their employment preparation activities. The research result is expected to help arrange detailed educational programs and/or self-identifying programs to help college students choose a career choice and prepare for employment-seeking activities.

The purpose of this study is to identify the status of the science museum reflected in the exhibition, and develop and apply Nature of Science(NOS) education programs based on the science museum exhibition. The analyse tool was developed to understand the NOS in the science museum. The researchers recognized the nature of science reflected in four exhibition halls in Korea. Based on the analysis, we developed the NOS education program. NOS education programs were developed and applied to supplement the NOS that appears to be limited to scientific exhibitions based on the prior analysis of science exhibition. The results of the study were as follows. First, we analyzed the nature of science reflected in the exhibition of two main science museums, and it was mostly implicit and most were to understand the relationship among STS(Science-Technology-Society). And also we analyzed the NOS reflected in the exhibition of two national history museum, and it was also mostly implicit and most were about the way of how to find out the knowledge, inference. Second, in order to supplement the NOS of the science museum, we developed the NOS education program based on the exhibits. After applying it to the science museum, we conducted a qualitative study. As a result, there was a positive change only in the aspects of NOS (science is tentative, science is from creativity and imaginative, science is the produce of social and culture, science is from the scientific method) that reflected explicitly. The conclusions derived from this study are as follows : For the cultivation of science in the scientific museum, various factors are needed depending on the theme of the science museum. Also, it is helpful to actively implement the NOS educational programs that utilize the exhibit. Therefore, the exhibit planners’ and developers’ competencies are critical to develop explicit NOS education programs in its expertise.

본 연구는 고등학교 학생 중 학교 부적응자 결정요인을 개인수준의 주관적 자료가 아닌 학교 수준의객관적 자료에 근거하여 분석하는데 목적이 있다. 기존 연구들을 포괄할 수 있는 변수로서 학교, 교육, 교사, 학생, 부모 및 가정 요인들이 학교 부적응에 미치는 영향을 검증하였다. 검증결과 첫째, 지역적으로 학교가 대도시에 비해 중소 도시, 읍면지역에 위치할수록, 학교의 규모가 커질수록 부적응자수가 많아지고, 학교의 재정이 안정적일수록 부적응자는 줄어들었다. 둘째, 교육프로그램으로서 방과후 교과 프로그램 비율이 높아질 때 부적응자가 감소하였으며, 셋째, 교사에서는 성과급의차등지급이 증가할수록, 전문성 있는 교사의 비율이 높아질수록 부적응자가 감소하였다. 넷째, 학생요소에서는 기초학력 미달 학생들의 비율이 높아질수록 부적응자수가 많아지는 것으로 나타났으며, 관계적인 측면에서 동아리 활동이 많아질수록 부적적응자수가 감소하였다. 마지막으로 부모 및 가정 요소에서 경제적인 측면을 나타내는 급식학생 비율, 보호자 지원비율이 높을수록 부적응자 수가감소하고 있다.

This paper examines possible causal relationships of high school dropouts in the lights of 5 major categories: school, educational program, teachers and staff, students, parents and their families. Since the number of high school dropouts – a count variable – is a dependent variable in our model, the Poisson regression model with three-year panel data from 2011 to 2013 is used. Empirical findings are as follows; (1) high school dropouts are more likely to be from small or middle cities than big cities while a school’s size is positively associated with the number of dropouts, (2) after-school programs help students stay in school, (3) incentive for teachers seems to be working positively, (4) academic performance of each student is one of the main determinants for dropping out, and (5) family’s financial stability also plays a significant role in reducing dropouts.

At first, French youth facility which has a history of more than one hundred years, began as a form of charity in religious facilities. After that Government as well as the company also helped its growth. In september 2006 lt was reorganized under overall title of Accueil collectif de mineurs a caractere educatif . It shows characteristics of French youth facility emphasizing the educational program. The educational program was made by considering age of minors, nature of activity, condition of physical activity, distribution of activity and rest, participation of minors, evaluation methods and feature of space and place in cooperation with organizer, director and instructor. Also It can be called the framework that gives meaning to the organized activities in group life, reflecting national youth policy.

이 연구는 초등학생에게 지속가능발전에 대한 기초적인 인식과 생활습관을 형성하기 위한 프로그램 개발이라는 목적에서 진행되었다. 연구의 목적을 달성하기 위해 기 개발된 지속가능발전교육 프로그램을 분석하였고 학생의 요구조사를 실시하였으며 도출된 시사점에 터해 프로그램을 개발하였다. 이 연구의 결과를 정리하면 다음과 같다. 첫째, 개발된 지속가능발전교육 프로그램은 기존의 생태, 사회 등 한정된 영역에서 벗어나 지속가능발전의 사회, 생태, 경제, 정치 영역을 고르게 반영하여 균형 있는 시각을 가질 수 있도록 하였다. 둘째, 학습자가 직접적으로 느끼고 생각할 수 있도록 지식으로 익힌 내용을 생활 속 사례를 통해서 적용 및 확인할 수 있도록 하였고 체험학습을 강조하여 흥미와 관심을 이끌 수 있도록 하였다. 셋째, 저학년은 통합적 주제로 접근하였고 고학년은 영역별로 교과와 관련지어 학습할 수 있도록 하였으며 저학년부터 실천을 통한 생활습관을 형성하고 고학년에서 계속적으로 연계되어 학습할 수 있도록 프로그램을 구성하였다. 넷째, 개발된 지속가능발전교육 프로그램은 학습자의 특성에 따른 학교급별 목표, 내용을 구분하였고 저학년용 10주제, 고학년용 11주제로 구성하였다. 교사용 교수자료는 교수·학습개요, 지도안, 학습지, 읽기자료를 포함하였고 학습자용 학습 자료는 워크북, 자기평가식의 브로슈어, 읽기자료로 구성하였다.

The purpose of this study was to develop the ESD program that make basic understand and habits of Sustainable Development. To achieve this goal, some implications were derived from developed ESD programs analyzing and needs of students analyzing. Based on these implications, ESD program for elementary school students was developed. The results of this study were as follows: First, ESD program for elementary school students was developed with balanced view that include four parts of ESD; society, ecology, economy, politics. Second, to make students feel and think directly, students can apply knowledge by cases from lifes. And to make students interest in study, practical activities were emphasized. Third, the lower grades contents made in integral approach, the higher grades contents construct that students could learn each parts in subjects. The program focused on the formation of habits by practice from low grade to high grade in elementary school continuously. Fourth, developed ESD program consist of objectives, contents that retrieved from developmental stages and characteristics. And it consist of 10 themes in the lower grades and 11 themes in the higher grades. Teaching materials includes that instruction outline, teaching plan, activity paper and reading matter. And Learning materials includes that workbook, brochure likes self assessment and reading matter.

Purpose Controlling blood pressure minimizes the risk of cardiovascular events among patients with hypertension. Despite regular follow-ups, the hypertension management for patients aged ≥45 years is limited as evidenced from a decreased control rate. This pilot study aimed to test a theory-guided educational program for community-dwelling patients with hypertension. Methods Sixty-nine patients with hypertension aged ≥45 years and having high blood pressure (>130/80 mmHg) were recruited in this two-arm pilot randomized controlled trial. Participants in the intervention group underwent a program guided by the Health Promotion Model, whereas those in the control group received usual care. Data were collected at baseline, week 8, and week 12 and used to assess the blood pressure, pulse pressure, self-efficacy, and adherence to hypertension management. Data were analyzed using a generalized estimating equation based on the intention-to-treat principle. Process evaluation was conducted to assess the feasibility and acceptability of the educational program. Results The results obtained using the generalized estimating equation revealed that the educational program led to reduction in the systolic blood pressure (β = ?7.12, p = .086) and pulse pressure (β = ?8.20, p = .007) and to improve self-efficacy (β = 2.61, p = .269) at week 12. The program had a small-to-moderate effect on the reduction of systolic blood pressure (effect size = ?0.45) and pulse pressure (effect size = ?0.66) and self-efficacy (effect size = 0.23). The participants were highly satisfied with the educational program. Conclusions The educational program was found to be feasible and acceptable and may be incorporated into current hypertension management practices at the community level. Trial registration ClinicalTrials.gov with identifier: NCT04565548.

Purpose: This study aimed to develop and evaluate the effectiveness of an educational program on developmental positioning (EPDP) for nurses in neonatal intensive care units (NICUs). Methods: The study utilized a non-equivalent control group pretestposttest design. Sixty NICU nurses were recruited from two university hospitals in Daejeon, South Korea. The EPDP consisted of a 7-week program: 3 weeks of education and practice, followed by 4 weeks of encouragement messages using social networking services. Developmental positioning (DP) posters and DP aids were also provided during the intervention period. The intervention group (n=30) received the EPDP, but not the control group. The data were analyzed using the x2 test, the Fisher exact test, the independent t-test, and repeated-measures analysis of variance. Results: Participants' knowledge (t=7.49, p<.001), attitudes (t=1.99, p=.001), self-efficacy (t=2.99, p=.004), performance of DP (t=2.98, p=.004) and Infant Positioning Assessment Tool (IPAT) scores (F=29.50, p<.001) were significantly higher in the intervention group than in the control group. Conclusion: The EPDP can be an effective and useful program for improving the performance of DP among NICU nurses by increasing their knowledge, attitudes, and self-efficacy of DP. However, further research involving various NICU settings is needed to gather more empirical evidence.

Objective : The aim of this article is to identify the effectiveness of the CarFit program through a literature review of the program and to explore the role of occupational therapy (OT) practitioners in the CarFit program. Methods : Between November 2020 and January 2021, the author searched for literature in the following databases: PubMed, APAPsychoinfo, American Journal of Occupational Therapy (AJOT), and Google Scholar. Combinations of the following search terms were used: CarFit, older drivers, older adults, and driving (e.g., “CarFit AND older drivers”). The effectiveness of the CarFit program and the role of OT practitioners in the program were investigated. Results : The CarFit program was effective in supporting the driving safety of older individuals in the community by identifying and addressing areas of concern in their driving. More than 80% of the participants agreed that CarFit was somewhat or very useful. At least 60% of participants followed more than one vehicle adjustment recommendation followed by the CarFit program. OT practitioners played a contributing role as developers, technicians, and coordinators in the CarFit program. Conclusion : The CarFit program can effectively support older driver safety in the community; however, further studies are required.

Purpose: This study describes the development of a violence prevention educational program for elementary school children using empathy (VPEP-E) that teachers can use during class. Methods: Hoffman's theory of empathy and Seels and Richey's (1994) ADDIE model were applied to develop this program. Results: The developed program consisted of eight sessions: "Orientation/ definition of violence and empathy", "Types and boundaries of violence", "Look into my feelings", "Say it with a facial expression", "Preventing non-empathic violence due to social prejudice", "Preventing physical violence", "Verbal and online violence prevention: empathic conversation", and "I can do well: review of the whole curriculum". The program was evaluated by 15 elementary school teachers, who considered it to be easily accessible to elementary school students. The final VPEP-E, which will be provided in eight times for 40 minutes each for fifth-grade students, will provide a basis for preventing violence by fostering empathy. Conclusion: We expect the developed educational program to be effective in preventing violence among elementary school students. However, further research involving children from various age groups is needed.

Purpose: This study aimed to examine the effects of an adolescent obesity management educational program (AOMEP) on middle and high school teachers. Methods: A quasiexperimental, pretest post-test design was performed to test primary variables, including adolescent obesity management knowledge, attitudes, perceived behavioral control, and behavioral intention based on the concepts presented in the Theory of Planned Behavior. Results: A total of 61 teachers participated. The experimental group (n = 30) received 15 hours of AOMEP, whereas the control group (n = 31) did not receive any. The experimental group showed significant improvement in knowledge (t = 2.53, d = .65, p = .014) and attitude (t = 2.77, d = .71, p = .008) toward adolescent obesity management compared to the control group. However, there were no significant differences in perceived behavioral control or behavioral intention between the groups. Conclusions: AOMEP may be utilized as an effective obesity management program for adolescent students in schools.

Purpose: This study aimed to develop a flipped learning?based integrated education program that combines video-based prelearning, theoretical lectures, and hands-on training on excretion care robots. The program was applied to nurses to verify its effects on their knowledge, attitudes, and skills related to excretion care and the use of such robots. Methods: A randomized controlled trial was conducted with 50 nurses working at a hospital in Seoul, Republic of Korea. The experimental group received a flipped learning?based integrated education program, which included asynchronous pre-learning, in-person didactic session, and in-person hands-on session. The control group received basic education on the use of excretion care robots. Outcome variables included knowledge, attitudes (self-efficacy, perceived usefulness and ease of use, anxiety, intention to use), and skills (proficiency, accuracy of execution and outcomes). The data were analyzed using independent t-tests. Results: Compared to the control group, the experimental group showed significantly higher scores in knowledge, self-efficacy, perceived usefulness and ease of use, intention to use, proficiency, and accuracy of the performance. Additionally, their level of anxiety regarding excretion care robots was significantly lower (p<.05). Conclusion: The integrated education program combining video, theoretical, and practical components was effective in enhancing nurses' knowledge, attitudes, and skills. These results suggest that such a program can serve as a valuable educational strategy to facilitate the clinical adoption of technology-based care devices like excretion care robots.

Purpose: This study aimed to develop a mobile web-based food allergy (FA) and anaphylaxis management educational program for parents of school-aged children with food allergies and evaluate its effectiveness. Methods: A mobile program was developed based on a web-based teaching-learning system model. Its effectiveness was subsequently evaluated using a parallel, randomized controlled pre- and post-test design. This study included 73 parents of school-aged children with food allergies. These parents were randomly assigned to either the experimental (n ¼ 37) or control (n ¼ 36) groups. The experimental group participated in a 2-week mobile web-based educational program that covered major topics in FA and anaphylaxis management. These topics included an understanding of food allergies and anaphylaxis, learning techniques for using an epinephrine auto-injector, and developing an emergency action plan. An educational booklet was provided to the control group. Participants completed a pre-test and two posttest questionnaires to evaluate the impact of the program. The assessment tools were the Food Allergy Knowledge Test, Food Allergy Self-Efficacy for Parents, and Food Management and Adaptation Scale. The data were analyzed using descriptive statistics, a test of homogeneity for the pre-test, an independent ttest, and repeated measures ANOVA. Results: The experimental group experienced greater improvement in the knowledge of FA (postintervention t ¼ 14.51, p < .001; 2 weeks post-intervention, t ¼ 16.15, p < .001), FA self-efficacy (postintervention t ¼ 77.99, p < .001; 2 weeks post-intervention, t ¼ 76.09, p < .001), and practice behavior in FA management (post-intervention t ¼ 28.10, p < .001; 2 weeks post-intervention, t ¼ 27.98, p < .001) after web-based FA education. Conclusion: This study revealed improvements in the knowledge, self-efficacy, and practice behaviors of parents regarding FA and anaphylaxis management. Therefore, the mobile web-based educational program can contribute to the effective management of food allergies and anaphylaxis for parents of schoolaged children. CRIS registration: KCT0007491.

Purpose: Education on infant safe sleep practices has been known to reduce the risk of sleep-related sudden unexpected infant death. Since sleep environments may vary across sociocultural contexts, infant safe sleep education needs to reflect specific sociocultural settings. This study aimed to develop an educational Protocol for Infant Safe Sleep (PISS) for primary caregivers in Korea that considers parenting behaviors and cultural characteristics. Methods: This study was conducted in three key methodological steps: (1) retrieval, de- fining, and systematic classification of PISS content; (2) the structural formulation of the content as an educational protocol; and (3) content validation. For the first step, a literature review was conducted, along with an analysis of educational materials from institution websites related to infant safe sleep and online parenting communities. Field observations were also conducted to identify relevant Korean culture characteristics. Based on these findings, the PISS was developed. Content validity index was assessed by six professionals, and the results were reflected into the educational program. Results: The PISS intervention provided an educational video and booklet and enhanced learning via phone counseling and educational kit, which comprised an illustrated safe sleep sticker and a calendar-style activity diary. The educational content consisted of (1) sleep location, (2) sleep position, (3) bedding, (4) clothes and temperature, and (5) other considerations. Conclusion: This study developed the PISS, an intangible educational intervention based on Korean sociocultural characteristics and specific guidelines for primary caregivers. Future research should evaluate the effectiveness of this program in promoting safe sleep practices.

Background: Although nuclear disaster is considered rare, its effects are serious, and we must prepare a system to enable an effective response. Materials and Methods: Since 2010, we have been offering a two-day seminar to provide current nurses and radiological technologists with basic knowledge and train them in radiation emergency medicine (REM) techniques. This training offers lectures to deepen each specialty from the perspective of REM, as well as exercises on ways to handle irradiated and/or contaminated patients. Participants were expected to treat patients according to the concept of REM. Results and Discussion: All participants learn to assess and decontaminate contaminated wounds through drills. The questionnaire survey for participants indicated that participants were satisfied with this training and wanted to attend again. Conclusion: We believe that this training course will provide a valuable opportunity for medical professionals to gain knowledge and expertise in REM.

2018년에 수립된 제4차 영재교육진흥계획에서는 영재교육원의 역할을 특수 분야 재능계발을 위한 심화 및 사사(Research & Education, 이하 R&E) 과정 운영으로 정립하였다. 영재교육원이 영재교육을 성공적으로 수 행하기 위해서는 적절한 수준의 R&E 교육프로그램을 제공할 수 있어야 한다. 본 논문에서는 정보과학 영재 들의 창의적 사고력과 문제해결능력을 향상시키기 위해 컴퓨터 게임을 직접 개발하는 R&E 교육프로그램을 제안한다. 컴퓨터 게임은 화면에 그래픽을 출력하는 기술, 캐릭터와 배경을 움직이는 애니메이션 기술, 캐릭 터 간의 충돌 감지 기술, 사운드 출력, 동영상 출력, 사용자가 편리한 인터페이스 기술 등의 다양한 요소를 포함한 분야이다. 따라서 컴퓨터 게임을 직접 개발해 봄으로써 다양한 게임 요소들을 배우고 정보과학적 개 념과 자료구조 등을 활용하여 알고리즘을 익힐 수 있다. 본 논문에서는 Python과 PyGame을 이용하여 켈러 의 ARCS 모델에 기반한 교육용 게임을 개발하는 R&E 교육프로그램을 제안하였고, 실제 영재교육원의 중학 교 정보과학반 학생들의 R&E 수업에 적용하였다. 학생들은 게임 개발 R&E 수업을 통해 실제 프로그래머들 의 프로그램 개발 과정을 체험할 수 있었고, 주어진 문제 상황들이 프로그램에 의해 어떻게 표현되고 해결되 는지를 탐구하였다. 또한, 학생들이 그동안 게임의 수요자로서 단순히 게임을 즐기기만 했다면, 본 R&E 수업 을 통해 게임의 공급자로써 사용자의 흥미와 동기를 증가시킬 수 있는 방법을 스스로 고안하고 도입할 수 있는 기회를 얻게 되었다.

The 4th Gifted Education Promotion Plan, in 2018, established the role of the Gifted Education Center as a Research & Education (R&E) course for talent development in special fields. To be successful in gifted education, gifted education centers must be able to provide appropriate levels of R&E education programs. In this paper, we propose an R&E education program that develops computer games to improve the creative thinking and problem solving ability of informatics gifted students. Computer games are a field that includes various elements such as the technology of outputting graphics on the screen, the animation technology of moving characters and backgrounds, the collision detection technology between characters, the sound output technology, the video output technology, and the user-friendly interface technology. Therefore, by developing computer games, students can learn various game elements and learn algorithms using informatics concepts and data structures. In this paper, we proposed an R&E education program for developing educational games based on Keller's ARCS model using Python and PyGame, and applied it to the R&E class of middle school informatics class students. Through the game development R&E class, students could experience the program development process of real programmers and explore how given problem situations are represented and solved by the program. In addition, while the students have simply enjoyed playing games as consumers of games, this R & E class gives them the opportunity to devise and include their own ways to increase the interest and motivation of users as suppliers of games.

본 연구는 V-story를 활용하여 메타버스기반의 응급간호 교육프로그램을 간호학생에게 적용한 효과를 검증하기 위해 시행되었다. 메타버스 기반 응급간호 교육프로그램은 오리엔테이션, 팀기반 사례분석과 역할극 시나리오 작성, 역할극 시연의 5시간으로 구성되었다. 2021년 9월~10월 동안 일개 간호대학 3학년 학생 72명을 비교군(n=38)과 중재군(n=34)에 편의배정하여 개발된 교육프로그램을 적용하였다. 연구결과 중재군과 비교군 간의 임상수행능력의 차이는 확인할 수 없었으나(t=1.82, p=.073), 중재군이 비교군에 비해 임상수행능력의 하위요인인 의사소통과 간호과정은 유의하게 향상되었다(t=2.93, p=.005, t=2.25, p=.027). 또한 두 군 간의 문제해결효능감의 차이를 확인할 수 없었으나(t=-0.60, p=.549), 중재군이 비교군에 비해 학습만족도는 유의하게 향상되었다(t=2.48, p=.016). 본 연구결과를 기반으로 메타버스를 활용한 다양한 주제의 간호교육프로그램이 개발되어야 할 것이다.

This study aims to evaluate the effect of a metaverse-based emergency nursing education program (MEEP) using V-story on nursing students. The MEEP included a five-hour orientation session, team-based case analysis, and role-play scenario writing and demonstration. In September and October 2021, the MEEP was used on 72 third-year nursing students from one college who had been simply divided into a control group (n = 38) or an intervention group (n = 34). Results indicated no significant difference in clinical competency between the two groups (t = 1.82, p = .073), but communication and nursing processes, which are sub-factors of clinical performance, significantly improved in the intervention group (t = 2.93, p = .005; t = 2.25, p = .027). No significant difference in problem-solving efficacy was found (t = −0.60, p = .549), but the intervention group reported significantly higher learning satisfaction (t = 2.48, p = .016). The study suggests that nursing education programs utilizing the metaverse should be developed on various topics.

4차 산업혁명시대의 인공지능, 가상현실, 네트워크 기술은 초월현실의 메타버스 시대와 빅데이터 시대를 열어나가고 있다. 이러한 시대에 메타버스 패션의 창의융합 교육을 통한 전문인 양성이 시급한 실정이다. 본 연구의 목적은 메타버스 특성, 패션산업에서의 메타버스의 기술 융합 사례들을 분석하고 3D가상콘텐츠 메타버 스를 활용한 패션 관련 교육 프로그램을 위한 커리큘럼을 제안하는 것이다. 연구 결과는 다음과 같다. 첫째, 4차 산업혁명으로 데이터 기술, 네트워크 기술, 인공지능 기술, 가상현실 기술, 증강현실 기술, 혼합현실 기술 등의 메타버스 기술의 발전으로 패션, 엔터테인먼트, 게임, 전자, 자동차 산업 등 다양한 산업분야에서 활용되고 있으며 메타버스의 시장규모도 지속적으로 성장할 것이다. 둘째, 포트나이트, 마인크래프트, 로블로스, 동물의 숲, 유니버스, 제페토, 이프랜드 등의 메타버스 플랫폼에서 주 소비자층인 MZ세대를 타켓으로 한 가상 세계, 가상 아바타, 가상 제품들을 선보이고 있고 있으며 다양한 패션 브랜드와의 콜라보레이션을 진행하고 있다. 셋째, 이러한 사례 분석을 토대로 디자인씽킹 창의융합 교육방법을 활용하여 학습자 중심, 과정 중심, 실행 중심을 기반으로 한 교과 또는 비교과 프로그램의 메타버스 패션 교육 프로그램을 제안하였다. 본 연구는 패션 교육 매체로서의 메타버스 기술의 활용 가능성을 제시하고 향후 메타버스 패션 창의융합 교육을 위한 기초 자료가 될 것으로 기대된다.

Artificial intelligence(AI), virtual reality(VR), and network technology—the major technologies of the fourth industrial revolution—have ushered in the eras of metaverse of transcendent reality and big data. In these periods, training specialists through creative convergence on metaverse fashion is urgently needed. This study aims to analyze the characteristics of metaverse and cases of metaverse technology convergence in the fashion industry. Furthermore, it proposes a curriculum for fashion education programs using three-dimensional virtual content. Our findings indicate that (1) metaverse technologies, such as data technology, network technology, AI, VR, augmented reality(AR), and mixed reality(MR) technologies, are being used in various industries, including fashion, entertainment, game, electronics, and automobile industries. Hence, the market for metaverse will continue to grow (2) metaverse platforms, such as Fortnite, Minecraft, Roblox, Animal Crossing, Universe, Zepeto, and ifland, have been introducing virtual worlds, avatars, and products targeting the MZ generation(a mix of two groups—Millennials and Gen Z), their main consumer group, and are collaborating with various fashion brands. Third, the study, based on the case analysis, proposes educational programs on metaverse fashion. These are learner-centered, process-oriented, and execution-centered programs that use creative convergence education methods using design thinking at the learning, ideating, designing, making, and sharing stages. This study presents the applicability of metaverse technology as a medium for fashion education and has the potential to become basic data for creative convergence education of metaverse fashion in future.