2025, Vol., No.31

The Journal of General Education 2024 KCI Impact Factor : 2.11

pISSN : 2465-7581
https://journal.kci.go.kr/davinci

This study empirically analyzed the effects of metaverse-based fire safety education experiences on the quality of educational services, class satisfaction, and learners’ behavioral intentions. The metaverse utilizes advanced technologies such as virtual reality (VR), augmented reality (AR), and mixed reality (MR) to create environments that closely resemble reality. These technologies enable highly immersive and vivid learning experiences while allowing learners to engage in a variety of fire scenarios without any real-world risk, thereby overcoming the limitations of traditional safety education. A quantitative research method using a structured questionnaire survey was employed in this study. Data were collected from participants who experienced a metaverse-based fire safety education program provided by Seoul City. In order to analyze the differences between the experimental group (those who experienced the metaverse education) and the control group (those who did not), difference analysis was conducted using the SPSS 26.0 statistical program. The findings revealed that the metaverse-experienced group scored significantly higher than the non-experienced group across all three variables: educational service quality (4.72 vs. 4.44), class satisfaction (4.76 vs. 4.46), and behavioral intention (4.60 vs. 4.39). These results suggest that metaverse-based safety education not only enhances learners’ immersion and satisfaction, but also contributes to generating positive educational outcomes.

This study started from the premise that the use of generative AI in university writing correction can serve as a practical learning tool for learners and provide an efficient feedback method for instructors. By utilizing empirical methodologies, we explored the applications of generative AI in the university writing correction process, analyzing cases where it was applied and the reactions of learners to gauge its potential. The correction procedure model consists of ‘Preparation (Step 1: Representative Correction) → Utilization (Step 2: Self-review → Step 3: Generative AI Correction → Step 4: Judgment and Selection of Correction Results → Step 5: Revision and Supplementation) → Organize (Step 6: Instructor Evaluation).’ Based on this model, a lesson plan was developed for a total of 3 sessions (6 hours) and applied to writing critiques. By analyzing the cases and survey responses from learners, we were able to confirm the effects and educational potential of generative AI correction. At the same time, to fully utilize generative AI as a correction tool, several considerations were identified: First, learners must undergo a self-check and review process before proceeding with corrections, during which instructors should present specific review items. Second, sufficient practice in questioning methods is necessary. Third, it was concluded that instructor correction and verification must be conducted concurrently.

This study presents a case analysis of a Korean writing course offered at the Department of Korean Language, Manipur University in India, conducted through synchronous remote learning as part of the KF Global e-School program. The primary aim is to examine the current status of Korean language education in India and explore future directions for its development. The study investigates the structure of the course, learner characteristics, and types of writing errors commonly observed among students. The course was delivered in a synchronous classroom-based format, where students gathered in a physical classroom and engaged in real-time interactive lessons with a remote instructor—closely resembling face-to-face instruction. Despite its advantages, technical challenges such as unstable internet connections and power outages occasionally hindered smooth communication, highlighting the need for both pedagogical and technological support to ensure effective interaction. An analysis of student writing revealed frequent errors in particle usage, tense consistency, and distinctions between spoken and written forms. These findings underscore the importance of continuous feedback and structured writing practice in Korean language acquisition. The study concludes by emphasizing the need for curricula and textbooks specifically designed for the Indian learning context, while proposing practical improvements for the implementation of synchronous remote Korean language education. Given the ongoing expansion of Korean language programs in India, this research offers timely insights into both the potential and challenges of real-time online instruction.