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The Effect of Augmented Reality-based Language Intervention Program Experience on the Awareness and Educational Application of Special Teachers and Speech-Language Pathologists

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2020, 21(1), pp.191-217
  • DOI : 10.19049/JSPED.2020.21.1.09
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education
  • Received : February 11, 2020
  • Accepted : March 19, 2020
  • Published : March 31, 2020

Kim, Yeung-Ik 1,  Kwon, Soon-Bok 2,  KWON, SOON WOO 1,  Paeng， Jae-Sook 3

1대구대학교
2부산대학교
3솔빛언어심리연구소

Accredited

ABSTRACT

[Purpose] We introduced augmented reality as a useful teaching and learning medium for educational application for Special Teachers and Speech-Language Pathologists who directly educate disabled students through intervention of augmented reality-based language program, and wanted to find out changes in the perception and educational application of augmented reality contents after experience. [Method] 10 Special Teachers of special school and class, 10 Speech-Language Pathologists of children's development center, community welfare center and special school a total of 20 participated in the augmented reality experience for once or twice of a week, a total of three periods. The researchers visited seperated spaces at disabled children's home, schools, and welfare centers. Data processing was compared to the questionnaires (recognition 10 questions, educational application 10 questions), 7 points equilibrium scale and percentage (%) for recognition and educational application through pre- and post-mortem examination. [Results] The results of the study are as follows. First, regarding the change in awareness before and after augmented reality-based language arbitration program experience, both the Special Teachers and the Speech-Language Pathologists had a significantly improved positive awareness of 5.0 points (66.7%) before the overall average experience, and 6.7 points (95.0%) after the experience. Second, regarding the change in Educational application before and after augmented reality-based language arbitration program experience, both the Special Teachers and the Speech-Language Pathologists had a significantly improved positive awareness of 5.0 points (66.7%) before the overall average experience, and 6.7 points (95.0%) after the experience. [Conclusion] The result of this study was to overcome the limitations of the traditional teaching methods of Special Teachers and Speech-Language Pathologists who directly guide students with disabilities in the educational field, and to provide a variety of educational contents based on the augmented reality of the 4th Industrial Revolution. 'S lessons will have a positive impact on augmented reality teaching media to achieve effective learning goals for teachers and students. In addition, the presence experience of students with disabilities through augmented reality in the classroom environment will lead to attention, and will be a fun and meaningful classroom that actively improves self-efficacy through limited time and space.

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This paper was written with support from the National Research Foundation of Korea.
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