게더타운을 활용한 비대면 강의에서의 교수실재감이 자율성, 유능성, 학습관여를 매개로 인지된 성취도에 미치는 영향
The effects of Teaching Presence on Perceived Achievement through Autonomy, Competence and Academic Engagement in non-face-to-face lecture using Gather town
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참고문헌
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초록
본 연구의 목적은 메타버스 플랫폼인 게더타운을 활용한 비대면 강의에서 학습자가 경험하는 교수실재감과 기본심리욕구인 자율성, 유능성의 관계를 확인하고, 이러한 관계가 학습자의 학습에 대한 관여와 인지된 성취도에 어떠한 영향을 미치는지 확인하는 것이다. 연구의 목적을 달성하기 위하여 이론적 근거 및 선행연구 고찰을 바탕으로 변인 간의 관계를 보여주는 가설적 연구모형을 상정하였다. 본 연구에는 대학생 142명(남: 33명, 여: 105명, 기타: 4명)이 참여하였으며, 연구 참여자들을 대상으로 교수실재감, 자율성 및 유능성, 학습관여, 인지된 성취도의 수준을 자기보고식으로 측정하였다. 분석 결과, 교수실재감과 인지된 성취도의 관계에서 자율성과 학습관여의 단순매개효과는 유의하였으나, 유능성을 통한 간접효과는 유의하지 않았다. 이중매개효과의 경우, 교수실재감은 유능성과 학습관여를 순차적으로 거쳐 인지된 성취도를 예측하는 이중매개효과는 유의한 것으로 나타났으나, 자율성과 학습관여의 순차적 이중매개효과는 나타나지 않았다. 본 연구의 결과를 바탕으로, 비대면 학습 상황에서의 유의미한 학습을 위한 시사점을 제시하였다.
Abstract
The purpose of this study is to verify the relationship between the learner's experience of teaching presence and basic psychological needs which are autonomy and competence in non-face-to-face lecture using gather town, which is the tool of metaverse, and to identify how these relationships affect learners’ academic engagement and their perceived achievement. In order to achieve the purpose, 142 college students(male: 33, female: 105, other: 4) participated, and they self-reported levels of teaching presence, autonomy and competence, academic engagement, and perceived achievement. As a result of the analysis, the simple mediating effect of autonomy and academic engagement in relationship between teaching presence and perceived achievement was significant, but the indirect effect of competence was not significant. The double mediating effect of teaching presence predicted perceived achievement by sequentially passing through competence and academic engagement was significant, but the sequential double mediating effect of autonomy and academic engagement was not significant. Based on the result of this study, theoretical and practical implications for significant learning in non-face-to-face learning were suggested.
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