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Comparative Analysis on Special Teachers' Perception toward Virtual Reality based Intervention Program for students with disabilities

장애학생을 위한 가상현실 기반 중재프로그램에 대한 특수교사의 인식 비교

  • Lee, Tae-Su (Chonnam National University, Devision of Special Education) ;
  • Joo, Kyo-Young (Dankook University, Department of Special Education)
  • 이태수 (전남대학교 특수교육학부) ;
  • 주교영 (단국대학교 특수교육과)
  • Received : 2019.03.20
  • Accepted : 2019.06.20
  • Published : 2019.06.28

Abstract

The purpose of this study was to compare and analyze special teachers' perception on virtual reality based intervention program.(VRIP) for students with disabilities. The survey participants consisted of 364 special teachers who were working in special class or special school. Questionnaires with unfaithful responses were excluded, and a total of 324 questionnaires were analyzed. Data analysis was carried out through independent t-test and ANOVA. According to the results of study, Male special teachers' acceptance intention towards VRIP were higher than female special teachers. Special teachers with educational career within 10 years had more positive awareness than special teachers with educational career above 15 years. Special teachers in middle and high school teachers were higher than special teachers in kindergarten. In the aspects on another factors, special teachers with educational career within 10 years more positive awareness than special teachers with educational career above 15 years. Special teachers in middle and high school teachers were higher than special teachers in kindergarten.

Keywords

Special teacher;Virtual reality;Virtual reality based intervention;Special education

Table 1. Special teachers’ Background

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Table 2. Contents of questionnaire

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Table 3. Acceptance intention

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Table 4. Application probability

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Table 5. Application effectiveness

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Table 6. Willingness to use

OHHGBW_2019_v10n6_113_t0006.png 이미지

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