A STUDY ON THE EDUCATIONAL EFFECT OF MIXED REALITY IMPLEMENTATION EXPERIENCES: FOCUSED ON THE PROGRAMMING TASK VALUE OF ELEMENTARY SCHOOL STUDENTS

摘要

Mixed Reality (MR) is one of promising technologies in the 4th industrial revolution era. The purpose of this study is to let elementary school students experience directly programming of MR implementation and to examine how educationally the task value of programming is effective. To achieve that, 100 elementary school students were divided into an experimental group (50 students) and a control group (50 students), and a preliminary questionnaire survey as pre-test was conducted for homogeneity test. With the same theme, MR implementation programming class was applied to the experimental group and general programming class was applied to the control group, ten times. After the experimental application, the two groups had post-test with the same questionnaire used in pre-test. To find the difference between the two groups, data were analyzed at the significance level of .05. As a result, the experimental group recognized the value of programming tasks more highly than the control group (t=2.009, P=.048). According to the analysis on the change in the programming task value between the groups depending on a class type, the control group recognized the programming task value in the same level as in the one before the class (t=1.446, p=.525), whereas the experimental group more recognized it than before the class (t=-2.327, p=.024).