고등학교 입체조형 수업에서 3DGS 기반 디지털 포트폴리오의 과정 중심 평가 타당성 연구 -사진 기반 포트폴리오와의 비교를 중심으로

초록

This study examines the potential of 3D Gaussian Splatting (3DGS)-based digital portfolios as assessment materials for process-centered evaluation in high school sculpture classes. Sculpture education involves not only completed works but also material exploration, structural adjustment, revision, and feedback. However, photograph-based portfolios, while easy to use, have limitations in presenting the spatial structure and three-dimensional qualities of sculptural works. In this study, the same sculptural works were presented through both photograph-based and 3DGS-based portfolios, and 30 art education professionals evaluated their suitability as assessment materials. The results showed that the 3DGS-based digital portfolio received higher evaluations in process reflection and in all assessment elements, including completion, texture, proportion, and three-dimensionality. Qualitative responses also indicated that 3DGS materials helped evaluators understand the overall form, structure, and spatial relationships of the works from multiple viewpoints. These findings suggest that 3DGS-based digital portfolios can complement photograph-based portfolios rather than replace them. In sculpture classes, photographs may be useful for documenting the making process and details, while 3DGS materials can support the assessment of spatial structure and three-dimensional form. A hybrid portfolio using both materials may therefore provide a more effective basis for process-centered assessment.

키워드