트랜스미디어 스토리텔링 기법을 활용한 영어 학습활동 분석
An analysis on English learning activities using transmedia storytelling techniques.
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This study aimed to investigate Korean English learners’ preference of English learning activities when using transmedia storytelling techniques. Previous studies employing English learning activities applied with transmedia storytelling techniques were analyzed and a questionnaire regarding learning activities was developed based on the analyzed results of previous studies. Ninety three college Korean English learners participated in the study. The research results showed that the research participants perceived digital media use was more suitable for communication area such as listening and speaking while reading area was more suitable for the application of transmedia storytelling technique, and that in both digital media use and transmedia storytelling technique-applied learning activities, the participants prefer learning activity designs that enable cooperative learning in the order of content comprehension, output ability, and interaction ability cultivation. In addition, the result revealed that the participants recognized that learning activities applied with transmedia storytelling techniques should be implemented appropriately for self- directed and cooperative learning and that learning activities should be designed to awaken creativity through professor-student interaction, digital technique grafting and open-sourcing. The direction of further studies was provided. (179 words)
Abstract
This study aimed to investigate Korean English learners’ preference of English learning activities when using transmedia storytelling techniques. Previous studies employing English learning activities applied with transmedia storytelling techniques were analyzed and a questionnaire regarding learning activities was developed based on the analyzed results of previous studies. Ninety three college Korean English learners participated in the study. The research results showed that the research participants perceived digital media use was more suitable for communication area such as listening and speaking while reading area was more suitable for the application of transmedia storytelling technique, and that in both digital media use and transmedia storytelling technique-applied learning activities, the participants prefer learning activity designs that enable cooperative learning in the order of content comprehension, output ability, and interaction ability cultivation. In addition, the result revealed that the participants recognized that learning activities applied with transmedia storytelling techniques should be implemented appropriately for self- directed and cooperative learning and that learning activities should be designed to awaken creativity through professor-student interaction, digital technique grafting and open-sourcing. The direction of further studies was provided. (179 words)
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