AR 장난감을 기반으로 한 어린이 교육 경험을 위한 디자인에 관한 연구

Abstract

Children aged 6-12 are an important period of transition from early childhood to later childhood. In particular, it is a time when the ability to solve problems improves with the development of thinking skills, social understanding develops, and emotions and social relationships are supported through friendship. Therefore, due to the particularity of age, children in this period are still developing physically and psychologically. Children aged 6-12 are characterized by being lively, well-behaved, curious, and eager to explore new things. The stage education of children aged 6-12 is an important stage of lifelong education, and it is the period for the formation of children's personal emotions, characters, abilities, character, and social behavior. Therefore, the subjects of this study were children aged 6-12 years. Children aged 6-12 cannot grow without games and toys. At this stage, children's needs for toys should consider factors such as experience needs, educational needs, and growth needs. Therefore, the focus of AR toy design should be expanded from the aspects of function, shape, material, technology, processing technology, etc. to the research on the design elements of children's sensory, psychological, volitional behavior, social attributes and other educational experience. In the process of playing with AR toys, the active state of experience transforms the game itself into an exploratory educational experience activity with specific meaning, enabling children to focus on the game and toys, thus helping to cultivate the joy and creativity of children aged 6-12 force. From the perspectives of child pedagogy, child psychology, child physiology, design, sociology, etc., this research combines SMART education, educational experience and AR toy design and other related theoretical research, in-depth research on the growth and development characteristics of children aged 6-12 , AR toys and SMART educational game user experience behavior characteristics, establish a children's AR toy educational experience design system model, aiming at stimulating children's educational experience, and propose a SMART educational strategy for AR toy design. First of all, based on the relevant theories of children, education, AR toys, experience, etc., explore the educational experience of children and AR toys. This paper expounds the concept and essence of children, education and AR toys, and analyzes the motivation, types and functions of AR toy games. On this basis, combined with literature survey, case survey analysis, questionnaire survey, etc., the concept of AR toys is defined. AR toys are the fusion of AR technology and traditional toys, and are the application form of 'toys + mobile devices + App'. After purchasing the toy, the user downloads the mobile App (application) of the AR toy in the mobile application store/Play store, scans the specified screen in the toy through the downloaded App (application), and obtains information such as virtual + reality stereoscopic images. AR toys are toys with AR (augmented reality) features for children. This kind of toy is a game mode with the characteristics of virtual and reality overlapping in the same space and interacting in real time. Then, according to the differences in the operation or play methods of children's AR toys, they are divided into three categories: simulation type, operation assembly type and observation type. Next, the case study of this study centered on children's AR toys that have been recognized by the app stores in Korea, China, and Japan and have high recognition. AR toy guns, AR building block puzzles, and AR globes were selected. 4 types of children's AR toys including , AR game book, and 12 children's AR toys in 3 countries were analyzed. Children aged 6-12 in 3 countries were used as the research objects, and they participated in the observation and interview of AR toy game behavior. Further combined with user experience theory, the user experience levels and elements of AR smart toys are analyzed. Finally, on the basis of the research on children's AR toys and game behavior, combined with the relevant theory of user experience, the children's user experience of AR toys is discussed. At the same time, combined with educational experience theory and case analysis, the elements of children's AR toy design level (education, AR toys, experience), children's needs level (educational needs, experience needs, growth and development needs) and educational experience level are studied, and the proposed A system model for children's AR toy education experience design. According to the model, children's educational experience in AR toys and games is determined by the interaction of five elements: sensory educational experience, emotional educational experience, thinking educational experience, action educational experience, and social educational experience. The specific elements of the children's AR toy education experience design system are that the sensory education experience has five elements: visual perception, auditory perception, tactile perception, smell perception, and taste perception. Emotional education experience includes four factors: natural emotion, emotional state, self-emotion and social emotion. Thinking about educational experience has five elements: concentration, memory, logical deduction, creativity, and problem-solving. Behavior education experience includes seven elements: action, operation, physical fitness, imitation, endurance, determination, and courage. Social education experience has four elements: exchange, sharing, communication and cooperation, and science and art. Through the investigation of children's AR toys and interactive cases, this study can find out the problems existing in children's behavioral characteristics and mental activities, which will help children grow and develop better. Combined with children's AR toy education experience design system, it can also provide children with better education and experience environment support. In order for children to experience AR toys better, guidance and reference will be provided. It further enriches the theoretical research on AR toy design. Then provide a theoretical basis for the interactive design research of children's AR toys. Further expand the application field of teaching experience design in the theory of experience design.