XR기반 학습환경에서 디지털트윈을 적용한 아바타와의 협력활동이 사용자의 지각에 미치는 영향
The Effects of Avatar Interaction by Digital Twin on the Attention and Social Presence in the Extended Reality-based Learning Environment
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초록
이 연구의 목적은 확장현실(XR) 기반 학습환경에서 디지털트윈 개념을 적용한 아바타 유형이 사용자의 경험에 미치는 영향을 검증하는 것이다. 이 연구의 독립변수는 XR기반 학습환경의 적용유무와 디지털트윈의 협업유형이었다. XR기반 학습환경의 적용유무는 XR과 VR로 구분되었다. 이것은 어떤 가상학습 조건이 더 효과적인가를 확인하기 위한 것이었다. 또한 디지털트윈의 협업유형은 동료학습자를 아바타로 표현하거나 사람형상으로 구현하는 것으로 구분했다. 가상학습공간에서 협업을 수행하는 동료를 어떻게 표현하는 것이 더 효과적인지를 확인하기 위한 것이다. 그런데 VR기반 학습환경에서는 모든 것이 그래픽 환경에서 구현되기 때문에 사람형상으로 구현된 실험조건을 구현할 수 없다. 따라서 계획비교에 의한 대비분석을 실시하였다. 대비①은 XR조건과 VR조건의 차이를 분석했다. 대비②는 XR조건에서 아바타 구현방식에 의한 차이를 분석했다. 연구대상자는 대학생 45명(남=18명, 여=27명)이었고, 이들은 각 집단에 15명씩 무작위로 배정되었다. 연구결과에 따르면 확장현실 기반 메타버스를 사용한 집단은 VR기반 메타버스 집단에 비해 사회적 실재감을 더욱 높게 지각하였다. 또한 XR조건에서 아바타 협업조건이 인간 협업조건보다 주의집중 점수가 더 높았다. 공존감에서는 동료학습자 상호작용 유형에 따른 차이가 나타나지 않았는데, 이러한 결과는 아바타와의 상호작용에서 지각된 공존감의 수준은 인간 동료학습자와의 상호작용 시 지각하는 공존감과 유사하다는 점을 보여준다. 이 연구는 확장현실 기반 메타버스와 VR기반 메타버스에서의 학습자 지각 차이를 비교하고, 확장현실 기반 메타버스 학습환경에서의 아바타 상호작용의 효과를 확인한 데에 의의가 있다.
Abstract
This study aims to verify the differences based on the types of interactions with avatars applying the digital twin concept in an extended reality(XR)-based metaverse learning environment. We applied a control group condition with a virtual reality-based avatar. Under this condition, participants interacted with avatars with the head-mounted display(HMD). We conducted two contrast analyses to identify the effects of avatar interaction as a planned comparison. The first contrast was to verify the avatar effect in XR-based interaction and VR-based learning conditions. The second examined the effect of avatar interaction on XR-based learning conditions. In this contrast, we compared human interaction and avatar interaction groups. The study subjects were 45 college students (male = 18 and female = 27;, 15 were randomly assigned to the two groups. The results showed that the XR-based metaverse effect appeared in the social presence. The group using XR-based metaverse perceived a higher sense of social reality than the VR-based metaverse group. In addition, as a result of verifying the avatar interaction effect, the concentration of attention in the avatar interaction group was significantly higher than that of the human interaction group. There was no difference between human interaction types in coexistence, and these results show that the level of perceived coexistence in interaction with avatar peer learners is similar to that perceived when interacting with human interactions.
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