본 연구는 좌우뇌 활용 능력 향상을 위한 한자 교육 콘텐츠 개발의 후속 연구로, 개발한 콘텐츠에 대한 전문가 평가로 마무리된 연구에 이어서 사용자 관점에서 문제점을 발견하고 이를 보완함으로써 교육 콘텐츠로서의 학습 가이드라인을 제시하는 것을 목적으로 한다. 1차 사용자 평가는 사용자 관찰법을 통해 진행하여 발견된 문제에 대하여 보완하고, 2차 사용자 평가에서는 참여자에 대한 뇌성향 검사를 진행하고, 인지면접법을 통해 사용자 평가를 진행하였다.
This study is a follow-up study on the development of East Asian Character education content to improve the ability to utilize the left and right brain. Following the study, which was completed with an expert evaluation of the developed content, problems were discovered and supplemented from the user's perspective. Through this, the purpose is to present learning guidelines as educational content. The first user evaluation was conducted through user observation to correct for discovered problems, and in the second user evaluation, brain propensity tests were conducted on participants, and user evaluation was conducted through cognitive interviewing. In this study, the following conclusions can be presented. First, it should be recognized that some educational approaches may need to be approached differently for left-brained and right-brained users. Second, questions that take a visual approach should be designed so that only one answer is correct. Third, for questions that take a linguistic approach, the answers are presented so that the differences due to contrast are clearly visible, and the answer is approached by looking for one point that is different from the standard East Asian Character. Fourth, it is appropriate to select East Asian Characters that will be used as learning objects in content from among those who are skeptical. Fifth, right-brained users most preferred the type that understood meaning from visually forced images, while left-brained users most preferred the type that understood meaning by combining elements.
1. Introduction
2. Theoretical background
3. Research methods and practice
4. conclusion
Acknowledgement
Reference