중학교 한국 고대사 수업에서의 메타버스 활용과 역사적 상상력

초록

Due to the nature of ancient Korean history—which is distant in time and has limited historical sources—it is difficult to stimulate students' historical thinking through lecture-based instruction alone. Therefore, this study analyzed the educational effects of utilizing the metaverse, a digital learning environment that enables immersion and interaction, as a teaching tool in middle school ancient Korean history classes. With a sample of 168 ninth-grade students, we implemented a metaverse escape room game project over seven sessions, focusing on the unit “I. Prehistoric Culture and the Formation of Ancient States” in History II . We examined changes in learning using a mixed-methods approach that combined a Likert scale survey, open-ended responses, classroom observations, and interviews. The analysis revealed significant growth across all domains of historical imagination—including empathetic understanding, interpolation, alternative interpretation, and historical judgment—following the implementation of the metaverse-based project. Furthermore, students deepened their historical thinking through the process of filling in gaps based on historical plausibility using limited historical sources, as well as through the process of critical reconstruction facilitated by peer feedback. As demonstrated by this study, when the goal is to enhance historical imagination in Korean ancient history classes, metaverse-based creation tasks prove to be a useful teaching and learning tool that promotes active student participation and the connection between evidence and inference.

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