A Study on Prosthetic Special Effects Makeup Classes Applying Hybrid Learning

This study aims to design a prosthetic special effects makeup class based on hybrid learning and to analyze its educational effectiveness. With the rise of the Fourth Industrial Revolution and the COVID-19 pandemic, online learning has become increasingly common, and universities have adopted hybrid models that combine face-to-face and online instruction. In this study, theoretical lectures and practice demonstrations were delivered through online classes, while offline sessions focused on team projects and discussions emphasizing problem-solving practice. The participants were 28 fourth-year students majoring in Beauty Industry at a four-year university in Seoul, and the course was conducted over 15 weeks from September to December 2024. Online courses provided opportunities to learn the characteristics of materials and tools, as well as to pre-study various makeup techniques. Offline courses required students to develop project plans and execute actual prosthetic makeup applications in response to problem scenarios presented by the instructor. Evaluation was based on project proposals, work notes, cost estimates, and final creative outcomes. The results revealed that traditional courses, which attempted to cover both theory and practice within limited timeframes, restricted in-depth learning. By systematically combining recorded online lectures with offline practice, students gained a deeper understanding of materials, independently engaged in analysis and technique development, and enhanced both theoretical comprehension and practical problem-solving. Moreover, online learning strengthened preparation and conceptual knowledge, while offline sessions fostered creativity and collaborative execution. This study confirms the effectiveness of Hybrid Learning in prosthetic special effects makeup education and suggests a new instructional model for practical courses in beauty and arts disciplines.