논문 상세보기
pp.71-83
Purpose: This study aimed to examine the learning immersion, learning satisfactory, and learning confidence differences after virtual and then laboratory simulations. Methods: A two-group cross-over design was used, and the participants included 148 senior nursing students (74 teams). The treatments had virtual and then laboratory simulations. The data were analyzed using independent t-test, repeated measures ANCOVA and Chronbach’s αcoefficient using the SPSS/ WIN 21.0 program. Results: Nursing students who experienced laboratory simulation after virtual simulation were different totally or partially with nursing students who experienced virtual simulation first in learning immersion, learning satisfaction and, learning confidence. Conclusion: Effects based on order of simulation were different. To increase learning immersion, laboratory simulation was done before virtual simulation. Learning satisfaction and learning confidence, it were not affected by order of simulation type but by number. Repeated studies require clearly investigating the effects based on order of simulation type.
1. 연구의 필요성
2. 연구목적
3. 연구가설
Ⅱ. 연구방법
1. 연구설계
2. 연구대상
3. 연구도구
4. 연구 진행 절차
5. 윤리적 고려
6. 자료분석방법
Ⅲ. 연구 결과
1. 대상자의 사전 동질성 검증
2. VSIM과 Lab SIM 운영순서에 따른학습몰입, 학습만족도 및 학습자신감
Ⅳ. 논 의
Ⅴ. 결론 및 제언
