■ The discussion of research results in the first year is as follows.
▸What are the types and design elements of affordance in Mobile safety education system promoting safety behavior?
What are the types of affordance and design elements of mobile saf ...
■ The discussion of research results in the first year is as follows.
▸What are the types and design elements of affordance in Mobile safety education system promoting safety behavior?
What are the types of affordance and design elements of mobile safety education systems?
First, based on the Hartson (2003) type classification, which more systematizes the affordance type and presents specific design elements, it is redefined as the type of affordance for the mobile safety education system. Therefore, this redefinition can be applied as a basic framework to classify the design elements of affordance in existing mobile systems and other mobile safety education environments.
Secondly, in the present mobile safety education system, we could grasp the design factors of three types of affordance (cognitive, sensory, physical affordance) through various analysis of survey research. Therefore, it is believed that learners' behaviors are induced naturally by finding the design elements of affordance in search of the problem of practical affordance of practical mobile safety education system, and the quality and satisfaction of learning will be further enhanced.
▸What is the design guidelines to enhance affordance of safety behavior in mobile safety education systems?
First, the design guideline of cognitive affordance presented 4 items (intuitive cognition, guide providing, learning information providing, learner's cognitive level) and eleven detailed guidelines according to it. Through the design elements of cognitive affordance, the learner is designed to perceive and understand the information provided by the interface, so that the learner will induce appropriate behavior in unfamiliar environment.
Second, sensuous affordance suggested three items (color, layout, five senses) and ten detailed guidelines. Through the design guideline of these sensible absences, learners can help them to perceive the components of the mobile safety education system through various sensory organs and enhance their ability to understand and apply knowledge.
Third, physical acceptance provided 4 items (ease of object manipulation, ease of input, consideration of various learners, handling of manipulation errors) and ten detailed guidelines. Through these physical affordance design guideline, learners can directly experience the interactive learning and manipulation of virtual contents, triggering inquiry activities and linking with meaningful learning.
Fourth, a guideline composed of 32 sub-items in total can provide a very useful guide for designing and developing actual mobile safety education system and contents. In addition, not only instructional designers but also safety education developers can expect the design and development of educational system that can improve the usability of safety education in the future by reflecting these affordance guidelines in design and development process.
■ The discussion of the research results in the second year is as follows.
▸Based on the survey results and the guidelines developed during the first year, the prototype was developed in accordance with the learner-centered design process.
First, the learner and task analysis were conducted. The learner analysis analyzed the needs and requirements of the learner through questionnaires of the first year. The task analysis in this study is a detailed analysis of actual usage procedures and a sequence model.
Second, the conceptual design and information structure were designed by analyzing the learner and task and applying the developed guidelines.
Finally, prototype of mobile safety education system was developed through analysis of the guideline and survey result data and conceptual and information structure design.
▸The design principles of the mobile safety education system for enhancing affordance of this study are as follows.
First, the system is designed with core value, damage analysis contents, damage analysis process, and emergency coping strategy. Second, in order to realize the core value of the system, it was constructed to prevent safety accidents and cope with emergency situations through recognition and analysis of safety accidents occurring on campus. Third, prevention of school safety accidents consisted of collecting and analyzing contents of safety accidents, preparing measures for safety accidents based on them, and strengthening coping capacity for emergencies. Fourth, Damage Analysis This process considers both personal and environmental factors. Fifth, the case-centered case or situation which can respond urgently considering the characteristic of damage factor occurring in unit school is suggested. Sixth, the support for the emergency situation was designed so that the students could utilize the practical experience in real situations. Seventh, school teachers and safety education experts participated in designing a mobile safety education system for enhancing affordance. Eighth, it provides first aid treatment for the stage situation and designed so that school members can fully acquire relevant contents. Ninth, the contents about the emergency response were provided as various multimedia data for practical use.
▸The core value of the prototype of the enhanced safety mobile safety education system for enhancing affordance of this study are as follows.
First, it enhances the awareness of safety consciousness through collaboration and communication among the school community.
Second, it should be able to analyze specific safety accidents through collecting and confirming damage data generated on campus based on mobile, and prevent accidents based on this analysis.
Third, mobile safety education system should provide information about emergency situation and be applicable to actual field. Finally, the coping capacity of school members should be cultivated in relation to safety prevention.