Journal of Industrial Convergence (산업융합연구)

DAEHAN Society of Industrial Management (대한산업경영학회)
권호 표지
DOI QR코드

DOI QR Code

Exploration of Teacher's Perception and Educational Meaning of Middle School Physical Education Class Using Role-Playing Game (RPG) Format from the Constructivist Perspective

구성주의 관점에서 롤플레잉게임(RPG) 형식을 활용한 중학교 체육수업의 교사 인식과 교육적 의미 탐색

  • 김승용 (동서울대학교 레저스포츠학과)
  • Received : 2023.08.09
  • Accepted : 2023.10.20
  • Published : 2023.10.28
Download PDF
⟨ Previous Next ⟩

Abstract

The purpose of this study was to explore educational awareness and meaning by applying an role-playing game (RPG) type class based on constructivism in physical education class in middle school. Regarding the research method, data collection was conducted through in-depth interviews, observations, and related documents, and data analysis was performed using case record analysis, inductive category analysis method, and case extraction process. Results of the study First, in terms of teachers' perceptions, there are both positive and negative aspects of teachers' perceptions of middle school physical education classes using the role-playing game (RPG) format. Second, in terms of educational meaning, the educational meaning of middle school physical education classes using the role-playing game (RPG) format emphasizes the need for a systematic lesson plan and sufficient support system. In conclusion, positive attitudes toward physical education as well as educational implications can be formed, and the basic foundation of the constructivist physical education class method and its preparation are thought to be of greater significance than anything else.

본 연구는 중학교 체육수업에서 구성주의에 기초한 롤플레잉게임(RPG) 형식의 수업을 적용하여 교육적인 인식과 의미를 탐색하는데 그 목적이 있다. 연구방법과 관련하여 자료의 수집은 심층면담, 관찰, 관련 문서를 통해 진행하였고, 자료의 분석은 사례기록 분석과 귀납적 범주 분석방법, 그리고 사례 추출의 과정을 이용하여 분석하였다. 연구의 결과 첫째, 교사의 인식 측면에서 살펴보면, 롤플레잉게임(RPG) 형식을 활용한 중학교 체육수업의 교사 인식은 긍정적인 면과 부정적인 면이 모두 존재한다. 둘째, 교육적 의미 측면에서 살펴보면, 롤플레잉게임(RPG) 형식을 활용한 중학교 체육수업의 교육적 의미는 체계적인 수업계획과 충분한 지원 체계의 필요성이 강조된다. 결론적으로 교육적 함의는 물론 체육교과에 대한 긍정적인 태도가 형성 될 수 있을 것이며 구성주의적 체육수업방식의 기본 토대와 그 기반의 마련은 무엇보다 큰 의미가 있다고 생각된다.

Keywords

References

  1. Ministry of Education. (2015a). General summary of elementary and secondary school curriculum. Ministry of Education Notification No. 2015-80 [Annex 1].
  2. I. K. Choi. (2018). Analysis of domestic research Trends in arts and physical education for the gifted. Master's Thesis. Ajou University, Suwon.
  3. E. B. Titchener. (1899). Structural and functional psychology. Philosophical Review, 8, 290-299. https://doi.org/10.2307/2176244
  4. E. V. Glasersfeld. (1995). Radical constructivism: A way of knowing and learning. NY: The Falmer Press.
  5. Y. K. Kim. (2001). The effects of problem-based Learning Instruction on student's intrinsic motivation and sociality. Master's Thesis. Chung-Ang University, Seoul.
  6. S. Y. Kim., & J. Li. (2019). A Study on the informal learning characteristics of sports center leaders from a constructivist perspective. Journal of Industrial Convergence, 17(3), 1-8. DOI : 10.22678/JIC.2019.17.3.001
  7. B. K. Kim., S. H. Bae., E. J. Chung., & S. T. Hwang. (2018). The effects of narrative therapy group counseling program using role-playing game format on happiness and negative emotions in children. Journal of the Korea Convergence Society, 9(9), 271-284. DOI : 10.15207/JKCS.2018.9.9.271
  8. G. Zichermann., & C. Cunningham. (2011). Gamification: gamification by design : implementing game mechanics in web and mobile apps. Sebastopol: O'RELLY Media, Inc.
  9. B. S. Seong. (2012). The influence of the amusing factors on commitment and satisfaction. Journal of The Korean Society for Computer Game, 25(3), 139-147.
  10. S. J. Na., H. W. Jung., & K. H. Ra. (2011). The effect of the initial content of MMORPG on the immersive experience of users. Journal of The Korean Society for Computer Game, 24(4), 181-192.
  11. J. W. Kim., J. R. Jung., & S. W. Kim. (2015). The relationship of game elements, fun and flow. Indian Journal of Science and Technology, 8(S8), 405-411.
  12. Korea Creative Content Agency. (2019). 2019 game user survey. Naju: Korea Creative Content Agency.
  13. S. Y. Sohn., & Y. M. Lee. (2018). Early childhood teachers' perception and needs for the operation of role play area. Early Childhood Education & Care, 13(1), 221-244. DOI : 10.16978/ecec.2018.13.1.009
  14. Y. L. Sin. (2003). Peer conflict internal state talk, and communicative strategies in pretend play. Journal of the Korean Home Economics Association, 41(11), 123-133.
  15. A. E. Olsen., & J. Sumison. (2000). Early childhood teacher practices regarding the use of dramatic play in K-2 classroom (ERIC Document Reproduction Service No. 450389. ED).
  16. O. S. Yang., & E. S. Na. (2005). The significance of free-choice activities in the context of physical environment. The Journal of Korea Open Association for Early Childhood Education, 10(1), 21-40.
  17. S. K. Kim. (2016). The effect of role-play using character-related picture books on preschoolers' cultivation of character. Master's Thesis. Soongsil University, Seoul.
  18. E. H. Yu. (2016). The study is to investigate what impact role-playing games that use picture books and physical movement activities has on three-year-old children in terms of their emotional intelligence. Kyonggi University. Gyeonggido.
  19. S. O. Song., & M. S. Choi. (2015). Development and effects of emotional competence improvement program for young children focusing on role play using picture books. The Korean Journal of Child Education, 24(3), 199-224. DOI: 10.17643/KJCE.2015.24.3.11
  20. H. K. Park. (2007). The effects of teacher intervention in pretend play on children's development of pretend play and theory of mind. Korean Journal of Early Childhood Education, 27(3), 141-162. https://doi.org/10.18023/kjece.2007.27.3.007
  21. C. W. Chon., & Y. T. Park. (2006). Playing type on early children's creativity and perspective-taking ability. Korean Journal of Educational Research. 19(1), 1-22.
  22. M. J. Kang., H. K. Yu., & Y. H. Jeong. (2016). The development of a group counseling program by using role play to improve emotional regulation competence in upper grade of elementary school students. The Korean Journal of Child Education, 25(4), 61-76. DOI : 10.17643/KJCE.2016.25.4.04
  23. J. Y. Kim., & S. H. Yeau. (2013). The development and application of environment personalization program in middle school through role playing. Biology Education, 41(3), 504-518. https://doi.org/10.15717/BIOEDU.2013.41.3.504
  24. Ministry of Education. (2015b). General summary of elementary and secondary school curriculum. Ministry of Education Notification No. 2015-80 [Annex 11] 
  25. R. K. Yin. (2014). Case study research: Design and methods(5th ed.). Thousand Oaks, CA: Sage.
  26. S. B. Merriam. (1988). Case study research in education: A qualitative approach. San Francisco: Jossey-Bass.
  27. R. Stake (1995). The art of case study research. Thousand Oaks, CA: Sage.
  28. M. D. Gall., W. R. Borf., & J. P. Gall. (2003). Educational research: an introduction (7th ed.). Boston, MA: Pearson Allyn & Bacon.
  29. S. J. Kang. (2006). Physical education research methods. Seoul: 21st Century Education Publishing Company.
  30. Y. C. Kim. (2008). Qualitative research methodology. Seoul: Moonumsa.