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프로그래밍 문제해결 과정 지원도구에 대한 학습자 인식 탐색

An Exploratory Study of Learners’ Perceptions of a Programming Problem-Solving Support Tool

이주원|박은주|박하은|진명화|임규연|김혜준
한국교육공학회 (Korean Society Of Educational Technology)|2023.06|교육공학연구 (Journal of Educational Technology)|제39권 제2호|pp. 379-416|DOI http://dx.doi.org/10.17232/KSET.39.2.379

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키워드

사용성 평가문제해결problem-solvingdashboardusability test대시보드programming프로그래밍문제해결 과정 지원도구problem-solving support tool
주제분류교육학

초록

문제해결 역량을 갖춘 학습자를 양성하기 위해 다양한 교과에서 문제해결 중심의 교수를 활발히 실천하고 있다. 최근에는 문제해결 과정과 프로그래밍 과정의 유사성을 바탕으로 프로그래밍이 문제해결 기술 습득을 위한 방법으로 활용되고 있다. 프로그래밍은 복잡한 문제해결 활동을 요구하기 때문에 학습자는 일반적인 문제해결 과정에서보다 더 많은 어려움을 겪을 수 있다. 본 연구는 학습자에게 프로그래밍 학습에 필요한 전반적인 문제해결 과정을 안내하며 문제해결 과정에 대한 모니터링과 성찰을 지원하기 위한 도구를 개발하고, 도구에 대한 학습자의 인식을 탐색하려는 목적에서 수행되었다. 이를 위해 문제해결 과정의 세부 단계별 프롬프트와 성찰을 유도하는 대시보드로 구성된 웹 기반 문제해결 과정 지원도구의 프로토타입을 개발하였다. 개발된 프로토타입의 사용성 평가를 위해 대학생 7명을 대상으로 프로토타입을 활용하여 프로그래밍 문제해결 과제를 수행하도록 하는 실험 및 인터뷰를 실시하였다. 실험 과정에서 수집한 사고구술 프로토콜과 인터뷰 내용을 분석한 결과, 개발된 프로토타입이 학습자가 프로그래밍 실시 이전에 구체적인 계획을 수립하고 체계적인 문제해결 과정을 수행하도록 지원하며, 문제해결 과정에 대한 성찰을 촉진하여 유용성이 높다는 인식이 공통적으로 나타났다. 반면, 전문가의 문제해결 과정이나 단계별로 제공한 프롬프트에 대해서는 상반된 인식이 제시되었다. 분석 결과를 바탕으로 개발한 프로토타입의 교육적 활용 가능성과 개선 방향에 대한 시사점을 제시하였다.

Abstract

In the educational context, problem-solving has been implemented to foster learners’ problem-solving skills across different subjects. Such skills may be acquired through programming, a well-recognized domain that leverages the similarity between problem-solving and programming processes. Since programming involves complex problem-solving activities, learners face greater difficulties than in general problem-solving processes. This study aims to develop a prototype of a problem-solving process support tool and explore learners’ perceptions of it. To this end, a Web-based prototype was created, which consists of detailed step-by-step prompts and a dashboard that encourages user reflections on the problem-solving process. To evaluate the prototype’s usability, experiments and interviews were conducted with seven university students who performed programming problem-solving tasks using the prototype. The analysis of think-aloud protocols and interview responses revealed that the prototype helped learners establish concrete plans and engage in systematic problem-solving processes. It also facilitated their introspection on the problem-solving process, leading to the tool’s high perceived usefulness. However, contrasting perceptions were observed regarding the expert’s problem-solving process and the step-by-step prompts. These results suggest implications for the educational utilization and improvement of the prototype.

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