ISSN (Online) Commun Sci Disord 2018;23(2): Original Article Effects of Language Intervention base

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1 ISSN (Online) Commun Sci Disord 2018;23(2): Original Article Effects of Language Intervention based on Augmented Reality for Verbal Expression in Children with Expressive Language Delay MyeongJin Lee a, BoMyung Hwang b a Department of Speech-Language Pathology, Graduate School of Honam University, Gwangju, Korea b Department of Speech-Language Pathology, School of Health Science, Honam University, Gwangju, Korea Correspondence: BoMyung Hwang, PhD Department of Speech-Language Pathology, School of Health Science, Honam University, 417 Eodeung-daero, Gwangsan-gu, Gwangju 62399, Korea Tel: Fax: slphwang@honam.ac.kr Received: April 20, 2018 Revised: May 25, 2018 Accepted: June 10, 2018 This work was supported by the Ministy of Education of the Republic of Korea and the National Research Foundation of Korea (No. NRF- 2015S1A5B ). This work is based on the master s thesis of the first author (2017). Objectives: When learning verbs that represent the movement, this study hypothesized that language intervention based on augmented reality (AR) can be more effective than picture cards and examined what effect AR has on the improving verbal expression of children with delayed expressive-language development. The study developed an application using AR that mixed reality with virtual reality in an application for children with expressive language delay. Methods: The subjects were three children (mean chronological age, 3.6 years) whose expressive language abilities were delayed more than 6 months beyond than their chronological age. Eighty-four goal verbs were presented using AR in a multiple baseline design, along with face-to-face training to improve verbal expressions. Results: Children with expessive language delay showed increased accuracy in verb expression through language intervention based on AR. Additionally, the children generalized their improvements by expressing goal verbs even when they were presented as picture cards. Conclusion: This study shows that language intervention based on AR is effective for improving the verbal expression of children with expressive language delay. Utilizing to represent the movement and status of verbs has positive effects on verbal expression. Keywords: Language intervention, Augmented reality, Expressive language delay 2017년 1월스위스다보스에서개최된세계경제포럼연차회의에서는 4차산업혁명에대하여 디지털혁명에기반하여물리적, 디지털, 생물학적공간의경계가희석되는기술융합의시대 로정의하였다 ( 경계의희석혹은기술융합이라는용어는이제우리의일상에서그리어렵지않게접하게되었다. 디지털기기의성능은하루가다르게발전하고대중화되고있으며생활환경을변화시키고있다. 이는교육과치료현장의변화로도연결될것이며이미다양한학문분야로확산중이다. 증강현실 (augmented reality, AR) 이란현실과가상현실 (virtual reality, VR) 의중간에위치하는기술로, 사용자의환경에가상의정보를더해줌으로써실제감을향상시키는기술이다 (Jang & Kye, 2007). 이는가상의사물이나정보를합성하여마치존재하는사물 처럼보이도록하는컴퓨터그래픽기법으로 (Billinghurst & Kato, 2002), 즉가상현실에서의대상은 내가가상의다른세계로가서보는것 이라면, 증강현실에서의대상은 내가있는현실로소환되어보여지는것 이라할수있다 (Shim, Cho, & Kim, 2017). 가상현실은모든장면이가상으로표현되므로실제환경의감각으로부터는차단되지만증강현실에서는실제환경을카메라나모니터로볼수있으므로중첩된가상의정보를제공받게되어실제환경이반영된가상현실이만들어지는것이다 (Lee, 2011). 최근에는이러한가상현실과증강현실의기술발전을통하여교육콘텐츠개발이새로운방향을맞이하고있다. 과학, 역사, 패션등다양한분야에서증강현실을활용한교육콘텐츠를제작하고있으며무료로다운받아손쉽게활용할수있는 Aurasma 와같은애플리케이션도등장하였다. 증강현실을통한학습은아동의감각적몰입유발및능동 Copyright 2018 Korean Academy of Speech-Language Pathology and Audiology This is an open-access article distributed under the terms of the Creative Commons Attribution Non-Commercial License ( by-nc/4.0) which permits unrestricted noncommercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

2 증강현실기반언어중재가표현언어발달지연아동의동사표현에미치는효과 이명진외 적반응유도에효과적이므로학습흥미를높일수있으며 (Bae, Park, Kim, & Kwon, 2014; Ryu, Jo, Heo, Kim, & Kye, 2006), 최근에는특수교육과언어치료분야에증강현실을적용한연구들도보고되고있다 (Kim & Kwon, 2017). 생활연령이증가함에따라이해하고표현할수있는어휘가많아지면서아동들은의도한바를나타내기위하여어휘를조합하고다양한의미관계를표현하게된다. 어휘능력은언어능력뿐아니라학습의기초능력이지만 (Kim et al., 2009), 환경적요인혹은아동개인의역량등에따라어휘발달에양적 질적차이가발생할수있다 (Weizman & Snow, 2001). 언어발달에어려움을겪고있는아동들의경우표현어휘수가부족하며어휘습득속도또한느린경향이있다 (Nash & Donaldson, 2005). 어휘습득시아동은물리적세계에대한지각을통하여사물을이해하고그사물을지칭하는어휘도이해하게된다. 사물의명칭에해당하는명사는물리적세계에서명백히드러나는데반해동사는그렇지않기때문에 (Genter, 1982), 대부분의언어문화권에서는초기어휘습득시명사편향성을보인다 (Waxman & Lidz, 2006) 개낱말을표현하는아동의어휘를품사별로살펴보면명사는 45% 에달하지만, 동사는 3% 정도라고한다 (Caselli et al., 1995). 대부분의언어에서아동들은동사에비하여명사를더쉽게습득하는데이에대하여 Tomasello (1992) 는명사는참조하는대상이매우구체적이지만동사는전체행동이나상태의변화중어떤부분이해당낱말이참조하는부분인지인식하기쉽지않기때문이라고설명하였다. Tomasello 와 Kruger (1992) 는 1-2세아동에게구체적명시성을달리한문맥을제공하였을때애매한행동문맥에서보다구체적인행동문맥에서아동들이동사를더많이학습한다고하였다. 즉동사는사물과의관계를나타내므로실물이나그림카드를제시하는것과함께행위의움직임을볼수있어야습득이용이해진다. 그러나어휘습득및언어발달에어려움을겪고있는아동들의경우구체적인참조대상이있는명사학습에도어려움을보이며참조물과의관계를나타내는동사학습에는더욱많은어려움을보일수있다. 동사학습은언어치료실과같은제한된공간안에서동작을통하여학습하기에도다소한계가있으며그림카드를이용하여지도하기에는행동이나상태의변화를나타내기가쉽지않다. 따라서본연구자들은현실세계라는배경하에서역동적움직임을보여줄수있는증강현실을활용한다면동사학습에매우긍정적인효과를보일것이라는가설을세웠다. Kang, Park, Song, Kim과 Shin (2015) 은조음음운장애검사시증강현실을활용한시스템을개발하였고특수교육분야에서증강현실을교육에활용한몇몇시도가있었으나표현언어발달이지연된아동들을대상으로동사를지도 하기위하여증강현실을적용한연구는거의없는실정이다. 이에본연구는현실세계에가상의정보를더해주는증강현실을동사어휘지도에활용하여표현언어발달지연아동의동사표현에미치는효과를살펴보고자하였다. 연구방법연구대상연구대상선정을위하여광주광역시지역인터넷육아카페에연구목적과방법및절차등에대한내용을공고하였다. 이에관심을가지는주양육자들을대상으로자발적인연구참여동의를확인한후아래기준에해당하는아동들을선별하였다. (1) 생활연령이만 3세이상 4세미만인아동, (2) 시각, 청각등의감각이상및신경학적이상이없는아동, (3) 신체및운동발달에이상이없는아동, (4) 부모보고에서수용언어에비하여표현언어능력이떨어지는아동, (5) 취학전아동의수용언어및표현언어발달척도 (Preschool Receptive-Expressive Language Scale, PRES; Kim, Sung, & Lee, 2003) 검사결과, 생활연령에비하여표현언어연령이 6개월이상지연된아동, (6) 언어치료를받은경험이없는아동이었다. 연구대상에게 PRES를실시한결과, 자신의생활연령과비교하여수용언어연령은 1-2개월정도낮게나타났으나, 표현언어연령이 6개월이상낮게산출된아동들이었다. 아동 A는부끄럼을많이타고소극적이지만사물에대한관심은많은편이며 행위자-대상-행위 의미관계를이해하고지시따르기가가능하였다. 그러나아직 위, 안, 밖 과같은위치부사어를이해하지못하며또래에비하여발화명료도가낮은편이었다. 아동 B는 어디, 무엇, 누가 와같은의문사질문에적절하게반응하지못하였으며, 밤 / 낮 에대한이해에어려움을보였다. 반의어사용에도어려움을보이지만 행위자-대상-행위 의미관계를이해하고지시따르기가가능하였다. 아동 C는연구자의질문에적절한대답을하지않으며자신이하고싶어하는활동만고집하는경향을보였다. 또한아동 A, B와마찬가지로간단한지시따르기는가능하지만 누구, 어디, 무엇 과같은의문사질문에적절하게반응하지못하였으며, 안, 밖, 위 와같은위치부사어를듣고해당위치에물건을가져다놓는활동에오반응하였다. 그림을보고상황을간단하게 2개이상의적절한문장으로설명하는데도어려움을보였다. 연구대상의언어검사결과는 Table 1과같다. 연구도구본연구의연구도구는증강현실기반언어중재로, 특히동사지

3 MyeongJin Lee, et al. Language Intervention Based on Augmented Reality 도에증강현실을활용하는것이므로증강현실로구현할동사목 록을우선적으로선정하였다. 동사목록을선정하기위하여한국 판맥아더 - 베이츠의사소통발달평가 (Korean MacArthur-Bates Communicative Development Inventories, K M-B CDI; Pae & Kwak, 2011) 유아용, 한국아동의어휘발달연구 (Choi, 2000), 등급별국 어교육용어휘 (Kim, 2003), 3-6 세아동의발달에따른동사어휘 특성및빈도연구 (Cho, 2003), 3-8 세아동의내용어어휘발달연구 (Choi, 2004), 영 유아기초어휘선정연구 (Jang, Jeon, Shin, & Kim, 2013) 와 Lee (1994) 가제시한어휘선택기준을참고하여 100 개동사 를선정하였다. 이렇게선정한동사목록이아동들에게지도하기에 적절한동사들인지에대하여 Lee, Lee, Hwang, Kang 과 Lee (2016) 는타당도연구를진행하였다. 타당도는어휘타당도와모션 (motion) 타당도로나누어살펴보았는데, 어휘타당도는언어치료학과 교수 3 명에게이동사목록이아동들에게지도하기에적절한지 5 점 Likert 척도를사용하여평가하게하였고이결과 5 점만점에평균 4.3 으로나타났다. 모션타당도는증강현실로구현되는애니메이션 이해당동작을정확하게나타내는지를살펴보는것으로, 언어치료 전공석사과정학생들에게증강현실로구현된애니메이션모션을 보여주고생각나는동사를기록하게하였다. 그런후해당동사와 모션일치도가 50% 이상으로응답된동사목록을언어치료전공학 부학생들에게증강현실로구현하여보여주었다. 그리고이들에게 해당목표동사와증강현실간의일치도를 5 점척도 ( 매우일치하지 Table 1. Language abilities of the participants Sex Age (yr;mo) Language age a (yr;mo) Receptive Expressive Number of expressive verbs b Subject A F 3;10 3;8 (26) 3;3 (21) 83 Subject B M 3;9 3;7 (25) 3;3 (21) 78 Subject C F 3;0 2;11 (17) 2;6 (12) 66 The number in parentheses indicates raw score. a PRES = Preschool Receptive-Expressive Language Scale (Kim, Sung, & Lee, 2003). b K M-B CDI = Korean MacArthur-Bates Communicative Development Inventories (Pae & Kwak, 2011). 않음 0 - 매우일치함 5 ) 로평가하게하였다. 이를통하여 5점만점에서 3점이상의모션타당도점수를얻은동사만을목표동사로포함시켰다. 여기에 Hwang과 Lee (2017) 가증강현실로구현한동사목록을추가하여최종 84개의동사를본연구의증강현실기반언어중재에활용할목표동사로선정하였다. 각동사가사용될가능성이높은공간을중심으로장소를거실, 방, 주방, 욕실로나누어목표동사목록을 Table 2에제시하였다. 본연구에서활용한증강현실시스템은카메라로마커를인식하게한후이마커를통하여 3차원영상이태블릿 PC에보이도록하는시스템이다. 이러한기능을구현하기위하여마커, 3D 모델, 3D 모델의동작애니메이션이필요하므로 3D 모델을증강하기위하여 Vuforia 라이브러리를사용하였다. 그리고 Unity 3D 프로그램을이용하여애플리케이션으로제작한후 LG Gpad III 10.1 (2017) 을사용하여증강으로구현하였다. 본연구에서사용한마커및목표동사어휘가증강현실로구현된화면은 Figure 1과같다. 마커를책상위에두고태블릿 PC의카메라로마커를비추면 PC의화면위로훈련모드, 연습모드, 평가모드가적혀진첫화면이보인다. 연구자가화면위의훈련모드를터치하면목표동사가증강현실로구현될장소 ( 방, 거실, 욕실, 부엌 ) 를선택하라는화면이나오게된다. 거실을터치하면목표동사목록이뜨고치료사가해당되는목표동사가적힌문자 ( 예 : 깎다 [peel]) 를터치하면 Figure 1에서보는바와같이 엄마캐릭터가거실소파에앉아서사과를깎는 애니메이션이제시된다. 태블릿 PC의카메라를마커의어느위치로이동하느냐에따라엄마캐릭터의얼굴이보이거나사과를깎고있는동작을더크게볼수있는등현실과가상이공존하는증강현실을경험할수있도록구성되어있다. Figure 1에서제시한또다른동사인 자르다 (cut) 의경우에는아동의생일축하파티에서아빠와아이캐릭터가지켜보는가운데엄마캐릭터가케이크를잘라주는애니메이션이증강현실로구현되도록하였다. 연구절차증강현실기반언어중재의효과를살펴보기위하여연구목적 Table 2. Lists of verbs for language intervention based on augmented reality Place Number of verbs Verbs Room 24 tickle, dress, undress, hang, draw, paint, erase, turn on the light, put out, lie, cover, sleep, put, rise, hear, take out, take, write, hold, color, get scolding, cry, hide, roll Living room 47 peel, spear, take a picture, repair, insert, light a fire, sing, blow, clap one s hands, cut, devide, eat, enter, come out, shut, kiss, clean up, watch, stand up, dance, sit, snap, knock, apply (medicine), throw out, hug, smile, put on, give, kick, call, roll, walk, run, tremble, fight, jump, greet, lie down, throw, pick up, yawn, crawl, go up, go down, dangle, die Kitchen 6 break, drink, cook, suck, pour, spill Bathroom 7 wash up, brush one s teeth, wipe, take a dump, pump bilge, apply (lotion)

4 증강현실기반언어중재가표현언어발달지연아동의동사표현에미치는효과 이명진외 (A) (B) 고있나요? 와같이질문을하였다. 아동이정반응할경우에는사회적강화를제공하였고, 대답하지못할경우첫음절단서를제공하였다. 단서제공에도대답을하지못하면해당동사의모델을제공하여모방발화하도록유도하였다. 유지단계는중재단계종료후 1주일의휴지기간이지난후기초선과동일한조건에서 3회기를실시하여중재효과가유지되고있는지살펴보았다. 일반화단계에서는아동의가정에서주양육자가동사그림카드를제시하였을때에도아동이목표동사를자발발화할수있는지를살펴보았다. (C) (E) 및절차에대한내용을호남대학교생명윤리위원회승인을취득한 후 (IRB No HR0044) 연구를진행하였다. 연구대 상모집은지역내온라인육아카페에연구내용을공지한후자발 적인참여의사를보인경우에한하여모집하였다. 선별검사를통하 여연구대상으로선정된아동들에게증강현실기반언어중재의효 과를알아보기위하여중다기초선설계로실험을진행하였다. 매주 2 회기씩진행하여기초선, 중재, 유지단계로실시하였고실험기간 은 2017 년 7 월 1 일부터 9 월 30 일까지로아동에따라총 18 회기에서 23 회기를실시하였다. (D) (F) Figure 1. Examples of verbs based on augmented reality. (A) Maker, (B) first screen, (C) screen for selection of places, (D) peel, (E) hang, and (F) cut. 기초선단계에서는연구대상 3 명모두동일한시기에각아동에 게개별적으로증강현실로구현한 3D 캐릭터의동작애니메이션을 보여주고해당동사를표현할수있는지를살펴보았다. 이때사용 한동사목록은목표동사 84 개중무작위로추출한것으로서연구 자는아동의반응에대하여어떠한피드백이나강화도제공하지 않았다. 중재단계에서는기초선에서안정세를보이는아동에게증 강현실기반언어중재를제공하였다. 중재는언어치료실내에서개 별적으로수행되었으며한회기당 30 분정도소요되었고회기별 7 개의목표동사가제시되었다. 연구자는태블릿 PC 를이용하여 3D 애니메이션을증강현실로구현한후아동에게 ( 친구가 ) 무엇을하 결과처리목표동사를제시하였을때아동이정반응할경우증강현실애플리케이션에결과를 (+) 로, 오반응할경우 (-) 로기록하였다. 결과기록시, 연구대상아동들의연령을고려하여오조음과같은발달적오류는정반응으로간주하였으며아동이사용하는어미에상관없이어간을정확하게표현할경우에는정반응으로간주하였다 ( 예 : 먹다 의경우 먹었다, 먹어요, 먹는다, 먹었어요 모두정반응으로기록하였음 ). 정반응률에대한신뢰도를측정하기위하여연구대상별 3회기씩무선표집하여언어재활석사과정의대학원생 2명이각각정반응을분석한결과일치도는 98.8% 로나타났다. 결과는각회기별정반응률 (%) 로제시하였는데, 즉회기별목표동사목록 7개중아동이자발발화한동사수를목표동사목록수인 7로나눈후 100을곱하여산출하였다 ( 정반응률 = 정반응동사수 /7 100). 연구결과동사정반응률의변화증강현실기반언어중재가동사표현에미치는효과를알아보기위하여기초선, 중재, 유지단계에서각아동들이보이는동사표현정반응률을 Figure 2에제시하였다. 아동 A의경우, 기초선단계에서평균 52.3% 의정반응률을보여다른아동들보다기초선단계의점수가높게나타났다. 중재가시작되어서도정반응률이꾸준히증가하여평균 83.3% 의정반응률을보였다. 유지단계에서의정반응률이 90.6% 로나타나증강현실기반언어중재프로그램이아동 A의동사습득에긍정적인영향을미친것을알수있었다. 아동 A는주의력및학습태도가양호하였고증강현실프로그램에흥미를가지고스스로태블릿 PC를조작하려고하는등, 호기심을보였다. 아동들의동사표현총개수를살펴보았을때, 아동 A는목표동사 84개중총 70개동사를표현할수있는것으로나타났다

5 MyeongJin Lee, et al. Language Intervention Based on Augmented Reality Accuracy (%) Accuracy (%) Accuracy (%) Baseline Intervention Maintenance Subject A Child Subject BB(Child Child Subject CC( Figure 2. Accuracy of expressive verbs through language intervention based on augmented reality. 아동 B 의경우, 기초선단계에서평균 45.8% 의정반응률을보였 으나중재단계에서는평균 80.9% 로정반응률이 35.1% 향상된것 으로나타났다. 연구대상 3 명중가장높은중재효과를보인아동 이었으며유지단계에서도 95.3% 의정반응률을보여증강현실기 반언어중재의효과가유지되고있음을알수있었다. 프로그램진 행시연구자가마커를움직여증강현실로 3D 애니메이션을구현 하자아동 B 는자신이직접움직여보겠다며중재과정전반에매 우적극적으로참여하였다. 집중도및흥미도가가장높은아동이 었으며연구자와의상호작용도잘이루어졌다. 아동들의동사표현총개수를살펴보았을때, 아동 B는목표동사 84개중총 67개의동사를표현할수있는것으로나타났다. 아동 C는기초선단계동안평균 38.4% 의정반응률을보였다. 중재단계는평균 60.3% 의정반응률을보여향상률이 21.9% 로나타났다. 유지단계에서는평균 57% 의정반응률을보여중재효과가유지되는것으로나타났으며아동 A, B와비교하였을때상대적으로향상도가낮은편이었다. 아동 C의경우중재초기에는호기심을보이며프로그램에흥미를보였으나주의집중에어려움을보였고소극적인성향으로반응도가낮게나타났다. 아동들의동사표현총개수를살펴보았을때, 아동 C는목표동사 84개중총 50개의동사를표현할수있는것으로나타났다. 증강현실기반언어중재의일반화증강현실기반언어중재의일반화를알아보기위하여치료실이아닌아동의가정에서, 치료사가아닌아동의어머니가, 태블릿 PC 를활용하여증강현실로구현하지않고그림카드로제시하였을때아동이해당목표동사를정반응하는지살펴보았다. 일반화단계에서 84개목표동사중무선표집한 40개동사를아동들에게제시하여일반화를확인하였다. 아동 A와 B는제시된동사그림카드 40개모두에대하여정확히해당동사를말하여 100% 정반응률을보였고아동 C는 62.5% 의정반응률을보였다이를통하여증강현실기반언어중재가동사표현에있어서자극일반화를보이는것을알수있었다. 논의및결론본연구의목적은증강현실기반언어중재가표현언어발달지연아동의동사표현향상에기여하는지그효과를밝히는것이다. 연구대상은생활연령평균이 3세 6개월이며표현언어능력이생활연령에비하여지체된아동 3명으로, 선행연구의기초어휘선정방식을참고하여목표동사 84개를선정하고이를증강현실로구현한 3D 동작애니메이션을활용하여증강현실언어중재를실시하였다. 본연구를통하여얻은결과는다음과같다. 첫째, 증강현실기반언어중재는표현언어발달지연아동의동사표현에효과적인것을알수있었다. 중재단계에서의정반응률을아동별로살펴보면아동 A는 83.3%, 아동 B는 80.9%, 아동 C는 60.3% 로기초선단계에비하여중재단계에서정반응률평균이 29.3% 상승된것으로나타났다. 회기가진행될수록정반응률이높아졌지만연구대상아동들이표현에어려움을보였던동사목록들

6 증강현실기반언어중재가표현언어발달지연아동의동사표현에미치는효과 이명진외 은 ( 포크로 ) 찍다, ( 약 ) 바르다, 혼나다, 붓다, 끊어지다 등이었다. 중재단계에서보였던높은정반응률은중재종료이후에도유지되는것으로나타났다. 둘째, 증강현실기반언어중재는표현언어발달지연아동의동사표현일반화에효과적인것을알수있었다. 가정에서아동의어머니가동사카드를제시하여질문하였을때에도연구대상아동모두목표동사들에대하여높은정반응률을보였다. 이를통하여증강현실기반언어중재를통하여학습한동사는다른자극및상황으로도일반화되므로표현언어발달지체아동들의동사표현향상에효과적인방법인것으로확인할수있었다. 이러한연구결과는지적장애아동을대상으로증강현실기반언어치료프로그램을적용하여동사산출에서긍정적인효과를보고한 Ahn, Bae, Park과 Kwon (2017) 의연구결과와 Kim, Park과 Kim (2005), Jo (2012) 가밝힌바와같이동적움직임이동사학습에효과적이었다는연구결과와도그맥락을같이하고있다. 이를통하여언어중재시움직임이포함된자극을증강으로제시하는경우동사습득에도움이됨을알수있다. 증강현실기반언어교육프로그램을학습장애학생들에게적용하여언어능력과학습태도향상에효과적이었음을밝힌 Lee와 Ryu (2014) 의연구, 증강현실기반언어치료프로그램을실어증환자에게적용하여이름대기및의사소통기능향상에긍정적인영향을보였다고보고한 Ahn 등 (2017) 의연구에서처럼증강현실을언어치료에활용하는것은동사표현뿐만아니라다양한언어능력에영향을미친다. 증강현실을활용한중재는아동의흥미를유발하고동기를높임으로써아동으로하여금언어치료에보다적극적이고활발히참여하게하는훌륭한계기가될것이다. 가상과현실이공존하는증강현실에서아동은수동적인존재라기보다는직접조작을할수있고경험중심의학습및치료가가능해질것이다. 따라서아동의능동적인반응을유도하게됨에따라치료에긍정적인영향을미치게될것이다. 본연구결과및선행연구결과를바탕으로동사학습시에는움직임이나변화를나타내줄수있는증강현실과같은자극제공방법이도움이될수있을것으로판단된다. 이러한연구결과를바탕으로표현언어발달지연아동의언어능력평가및중재시제공하는자극유형으로증강현실활용을고려해보는등, 다차원적인접근이필요할것으로보인다. 증강현실기반언어중재는자극일반화에도효과적인것으로나타났는데, Kim 등 (2005) 도언어장애아동에게언어중재소프트웨어를활용하여선그림으로자극일반화에효과를보고하였다. Kye 와 Kim (2008) 또한증강현실활용프로그램이일반맥락적용에도의미가있음을밝혔다. 본연구의결과와이러한선행연구들모 두증강현실을통한학습내용은일반화에도용이하다는것을보고하였으며이를통하여증강현실기반언어중재가동사학습에유용한방법이라볼수있을것이다. 결론적으로표현언어발달이느린아동들에게동사를학습시키기위하여증강현실을활용하여언어중재를제공한것은동사표현에효과적이며일반화에도효과적이었으므로임상에서적용하기에유용성이있다고할것이다. 그러나본연구는몇가지제한점을가지고있으므로이를통하여후속연구에서에대한제언을하면다음과같다. 첫째, 본연구에서사용한증강현실기반언어중재는증강현실을구현할수있는플랫폼이안드로이드기반에한정적이므로향후다양한플랫폼에서호환가능한버전을개발하는것이임상에서의활용도를높일수있을것이다. 둘째, 증강현실로구현한몇몇동사는동작의정확도가다소낮은편이라아동들이인지하기에어려움이있었다. 예를들어 ( 포크로 ) 찍다 의경우화면속 3D 캐릭터가포크로과일을찍는동작에서멈추어야하는데찍은후입가까이에가져가는동작까지제공됨으로써아동들이 먹어요 로대답하는경우가많았다. 본연구실시전어휘목록의타당도연구는진행하였으나 (Hwang, Kwon, Kim, & Shin, 2017), 전형적인언어발달을보이고있는아동들을대상으로한동작타당도연구는실시하지못하였다. 향후 3D 캐릭터가나타내는동작이아동들이보았을때목표동사로보이는지에대한타당도연구를진행할필요가있을것이다. 셋째, 본연구에서증강현실로구현한동사들은발달초기에습득되는동사들이었으므로, 연구대상 A와 B의경우에는이미기초선단계에서부터이동사들중절반에가까운동사를표현할수있었다 ( 예 : 노래하다, 박수치다, 먹다, 끄다, 그리다등 ). 사전평가에서연구대상아동들이이미표현하고있는어휘들을목표어휘에서배제하였어야하나, 증강현실로구현할수있는동사목록이 84개로많지않아그목록을그대로중재에활용한것은본연구의제한점이라하겠다. 향후증강현실로구현할수있는동사목록이더욱많아지고기술적인문제가개선되길기대하며후속연구에서는어휘목록에대한사전평가를정확히실시할필요가있다. 넷째, 본연구에서는중재단계후일주일의휴지기간을지나중재효과의유지를측정하였으나중재이후의시간적간격이지나치게짧으므로유지효과로보기에다소무리가따른다. 추후연구에서는최소 3주정도의기간을둔후유지를측정하는것이바람직할것으로보인다. 다섯째, 본연구는증강현실을표현언어발달지연아동의동사습득에제한적으로살펴보았지만향후연구에서는다양한의사소통장애군에게적용해볼수있을것이며다양한언어영역에대한수용및표현능력에미치는효과에대하여살펴볼수있기를기대한다

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8 증강현실기반언어중재가표현언어발달지연아동의동사표현에미치는효과 이명진외 Korea Education and Research Information Service. Shim, H. Y., Cho, S. H., & Kim, H. J. (2017). Development and effect of convergence talent education program based on the augmented reality (AR) for the 4th Industrial Revolution. Journal of Cultural Industry Studies, 17, Tomasello, M. (1992). First verbs: a case study of early grammatical development. Cambridge: Cambridge University Press. Tomasello, M., & Kruger, A. C. (1992). Joint attention on actions: acquiring verbs in ostensive and non-ostensive contexts. Journal of Child Language, 19, Waxman, S. R., & Lidz, J. L. (2006). Early word learning. In Handbook of child psychology: Volume 2 cognition, perception, and language (6th ed., pp ). Hoboken, NJ: John Wiley & Sons. Weizman, Z. O., & Snow, C. E. (2001). Lexical output as related to children s vocabulary acquisition: effects of sophisticated exposure and support for meaning. Developmental Psychology, 37,

9 MyeongJin Lee, et al. Language Intervention Based on Augmented Reality 국문초록 증강현실기반언어중재가표현언어발달지연아동의동사표현에미치는효과 이명진 1 황보명 2 1 호남대학교대학원재활과학과언어치료전공, 2 호남대학교보건과학대학언어치료학과 배경및목적 : 언어발달이느린아동들은어휘습득시행동이나상태변화를나타내는동사학습에어려움을보인다. 본연구에서는동사학습의용이성을증대하기위하여표현언어발달지연아동에게현실환경에서동작을직접보여주는증강현실기반언어중재를제공하여동사표현정반응률과일반화에미치는영향을살펴보았다. 방법 : 생활연령에비하여표현언어가지연된아동 3명 ( 생활연령평균 3세 6개월 ) 에게총 84개의동사를증강현실로구현한증강현실기반언어중재를실시하였다. 대상자간중다기초선설계를이용하여기초선, 중재, 유지단계에서 7개씩의목표동사를증강현실로구현하여동사표현정반응률을살펴보았다. 또한일반화를알아보기위하여목표동사를그림카드로주양육자가제시하였을때에도정반응하는지살펴보았다. 결과 : 연구대상모두기초선단계에비하여중재단계와유지단계에서정반응률이증가하였으며치료실이외의장소에서그림카드로제시하였을때에도일반화하여목표동사를발화할수있는것으로나타났다. 논의및결론 : 증강현실기반언어중재는표현언어발달지연아동의동사표현을증가시키는데효과적이며다양한장애군에도적용할수있을것으로기대된다. 핵심어 : 증강현실, 표현언어발달지연, 아동, 동사본논문은 2015년대한민국교육부와한국연구재단의지원을받아수행되었음 (No. 2015S1A5B ). 본논문은제1저자의석사학위논문을수정보완한것임. 참고문헌 강덕훈, 박희준, 송복득, 김진동, 신범주 (2015). 증강현실을이용한조음음운장애검사시스템설계및구현. 언어치료연구, 24, 계보경, 김영수 (2008). 증강현실기반학습에서매체특성, 현존감, 학습몰입, 학습효과의관계규명. 교육공학연구, 24, 김광해 (2003). 등급별국어교육용어휘. 서울 : 박이정. 김영태, 박소현, 김영란 (2005). 보조적인언어훈련소프트웨어의활용이언어발달지체아동의동사표현및복문의습득에미치는효과. 언어청각장애연구, 10, 김영태, 성태제, 이윤경 (2003). 취학전아동의수용언어및표현언어척도 (PRES). 서울 : 서울장애인종합복지관. 김영태, 이주연, 홍경훈, 김경희, 장혜성 (2009). 수용 표현어휘력검사 (Receptive Expressive Vocabulary Test) 의타당도연구 : 취학전언어발달지체아동을중심으로. 언어치료연구, 18, 김유경, 권순복 (2017). 특수교육에적용된증강현실기술의국내외연구동향분석. 특수교육재활과학연구, 56, 류지헌, 조일현, 허희옥, 김정현, 계보경 (2006). 증강현실기반차세대체험형학습모형연구. 대구 : 한국교육학술정보원. 배소영, 곽금주 (2011). 한국판맥아더- 베이츠의사소통발달평가 (K M-B CDI). 서울 : 마인드프레스. 배인호, 박희준, 김근효, 권순복 (2014). 증강현실기반언어치료프로그램의교육적적용. 언어치료연구, 23, 심효영, 조성화, 김효정 (2017). 4차산업혁명을대비한증강현실 (AR) 기반의융합인재교육프로그램개발및효과. 문화산업연구, 17, 안병강, 배인호, 박희준, 권순복 (2017). 증강현실기반언어치료프로그램이지적장애아동동사사용향상에미치는효과. 제5회한국언어치료학회 한국언어청각임상학회공동학술대회. 이건 (2011). 증강현실기술의현재와미래. 한국정보통신기술협회지, 133, 이미경, 이명진, 황보명, 강덕훈, 이성진 (2016). 증강현실기반의사소통시스템동사목록의타당도연구. 한국언어치료학회국제학술대회발표논문집,

10 증강현실기반언어중재가표현언어발달지연아동의동사표현에미치는효과 이명진외 이충우 (1994). 한국어어휘교육을위한대표어휘선정. 국어교육, 85, 이태수, 류재연 (2014). 증강현실기반언어교육프로그램이학습장애학생의언어능력및학습태도에미치는영향. 학습장애연구, 11, 장상현, 계보경 (2007). 증강현실콘텐츠의교육적적용. 한국콘텐츠학회지, 5, 장현진, 전희숙, 신명선, 김효정 (2013). 영 유아의기초어휘선정연구. 언어치료연구, 22, 조미경 (2012). 인터넷애니메이션동화를활용한언어중재가지적장애아동의이야기이해력및구문이해력에미치는효과. 대구대학교대학원석사학위논문. 조진숙 (2003). 3세에서 6세아동의발달에따른동사어휘특성및빈도연구. 나사렛대학교대학원석사학위논문. 최은아 (2004). 3세에서 8세아동의내용어어휘발달연구. 나사렛대학교대학원석사학위논문. 최은희 (2000). 한국아동의어휘발달연구 : 13-30개월아동을대상으로. 연세대학교대학원석사학위논문. 황보명, 권순복, 김선종, 신범주 (2017). 증강현실기반어휘지도에서동사목록에대한기초연구. 재활복지, 21, 황보명, 이명진 (2017). 아동언어능력평가를위한증강현실활용모델개발 한국음성학회봄학술대회발표논문집

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