지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2024.10
- 수록면
- 143 - 156 (14page)
- DOI
- 10.37272/JIECR.2024.10.24.5.143
이용수
초록· 키워드
오류제보하기
The COVID-19 pandemic has made education virtual for the first time ever, which has caused psychological anxiety and difficulties for learners, especially in the classroom, such as decreased interest, poor academic performance, poor communication skills, and selfishness. These problems eventually led to a decline in empathy. As various problems are emerging in the learning capabilities and empathy of the MZ generation, the need for research on blended learning teaching methods utilizing the Metaverse platform has emerged as an alternative. This study was conducted using the developmental research method, and the principles and guidelines for designing blended empathy classes using the Metaverse platform were derived by analyzing the literature on Metaverse, blended learning, and empathy classes, analyzing classroom cases, conducting a needs survey of learners, and conducting two rounds of expert consultation.
As a result, 6 principles and 34 guidelines for designing blended empathy lessons using the Metaverse platform were derived from 3 components and 6 sub-components, as follows. Principle 1: 9 principles and guidelines for Thought Resonance, Principle 2: 6 principles and guidelines for Emotional Resonance, Principle 3: 5 principles and guidelines for Implementation of Empathy, Principle 4: 6 principles and guidelines for Empathic Community, Principle 5: 4 principles and guidelines for Strengthening Communication Support, and Principle 6: 4 principles and guidelines for Shared Growth. This study may have educational value for preparing for another pandemic in the future and strengthening learners' empathy as a future core competency.
As a result, 6 principles and 34 guidelines for designing blended empathy lessons using the Metaverse platform were derived from 3 components and 6 sub-components, as follows. Principle 1: 9 principles and guidelines for Thought Resonance, Principle 2: 6 principles and guidelines for Emotional Resonance, Principle 3: 5 principles and guidelines for Implementation of Empathy, Principle 4: 6 principles and guidelines for Empathic Community, Principle 5: 4 principles and guidelines for Strengthening Communication Support, and Principle 6: 4 principles and guidelines for Shared Growth. This study may have educational value for preparing for another pandemic in the future and strengthening learners' empathy as a future core competency.
목차
Abstract
I. Introduction
II. Literature Review
III. Research Methods
IV. Research results
References
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