Effect of IoT-Integrated Early Childhood Play Materials in Extracurricular Programs: Focusing on IoT-Driven Teaching Efficacy, Resistance, and Digital Learning Competency

Objectives This study aims to examine the effectiveness of IoT-integrated early childhood play materials in extracurricular programs, focusing on IoT-based teaching efficacy, resistance, and digital learning competency. Methods For this study, 15 participants enrolled in the “Nano-LAB Meta” course at University A in the Chungcheong region (experimental group), while 15 students majoring in early childhood education comprised the comparison group. The data were analyzed using SPSS software. The reliability of the research tools was assessed with Cronbach's alpha, and the differences between the experimental and comparison groups were tested using nonparametric statistical methods. Results The main research findings are as follows. First, based on the descriptive statistics for each measured variable, the experimental group showed improvements in IoT-based teaching efficacy (0.72-1.78 points) and digital learning competency (0.36-1.19 points), while resistance to IoT education decreased (-0.89 points). The comparison group showed slight increases in some factors of IoT-based teaching efficacy and digital learning competency, but overall, these variables decreased. On the other hand, resistance to IoT education increased (0.08 points). Testing the pre-test score differences between the experimental and comparison groups revealed no statistically significant differences, confirming homogeneity. Second, the results of the pre- and post-test difference analysis for the experimental group showed statistically significant differences in all factors except for collaboration, a sub-factor of digital learning competency. The results of the pre- and post-test difference analysis for the comparison group showed no statistically significant differences in any of the research variables. The results of the post-test difference analysis between the experimental and comparison groups showed statistically significant differences in all research variables. Conclusions These findings suggest that the effectiveness of experiential learning and experience-based courses is confirmed when integrated with extracurricular programs, rather than focusing solely on knowledge-based education. In other words, it implies the need for active support of project-based courses, such as designating essential courses and establishing incentive systems, to ensure the stable operation of the curriculum.