동영상 기반 학습에서 부정정서 조절을 위한 인비디오(in-video) 퀴즈 설계 및 효과성 검증
Design and Examination of the Effect of In-video Quizzes to Regulate Negative Emotions in Video-based Learning
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본 연구는 동영상 기반 학습 중 학습자가 경험하는 부정정서(혼란함/좌절감/지루함)를 적시에 조절하기 위해 인지적 피드백의 한 유형으로 ‘인비디오 퀴즈(in-video quiz)’를 설계하고 그 효과성을 검증하고자 하였다. 구체적으로 퀴즈 제공방식에 따른 부정정서 조절 여부를 검증하고자 성인 학습자 30명을 고정시점 피드백, 정서기반 시점 피드백, 무(無)피드백의 세 집단으로 나누어 실험연구를 실시하였다. 정서구술 기법 및 FACS(Facial Action Coding System) 표정 분석을 토대로 학습자의 정서상태를 분석하였으며, 학습만족도와 사후성취도 데이터를 분석하여 효과성을 검증하였다. 주요 연구결과는 다음과 같다. 첫째, 고정시점 및 정서기반 시점 피드백 집단에서 지루함이 감소하였다. 둘째, 정서기반 시점 피드백 집단에서 집중상태 지표인 ‘온태스크(on-task)’가 증가하였다. 셋째, 학습성과는 학습만족도가 정서기반 시점 피드백 집단이 무피드백 집단보다 통계적으로 유의미하게 높았으나 사후성취도는 유의미한 결과가 나타나지 않았다. 전반적으로 본 연구결과는 인비디오 퀴즈가 지루함의 부정정서 조절에 효과가 있으며 학습이탈을 조절할 수 있음을 시사한다. 연구결과를 바탕으로 동영상 기반 학습에서 부정정서 조절을 위한 적응형 피드백 메커니즘에 대한 시사점을 제안하였다.
Abstract
The purpose of this study was to design and examine the effect of in-video quizzes to timely regulate negative emotions(confusion/frustration/boredom) experienced by learners during video-based learning. In particular, to examine the effect of the timing of presenting feedback, an experimental study was conducted with 30 adult learners by dividing them into three groups: fixed-timing feedback, emotion-based timing feedback, and no-feedback. Data were collected and analyzed based on the emote-aloud study and FACS(Facial Action Coding System) analysis to analyze learners’ affective states and on-task, and to examine the effect of feedback presentations on learner satisfaction and post-achievement. First, boredom was reduced in the fixed-timing and emotion-based timing feedback groups. Second, ‘on-task’, an indicator of concentration status, increased in the emotion-based timing feedback group. Third, in terms of learning performance, the emotional-based feedback group had a statistically significantly higher learner satisfaction than the no-feedback group. There were no significant differences across the groups for the post-achievement scores. Overall, this indicates that in-video quizzes effectively regulate learners’ boredom and off-task behaviors. Based on the results, we draw implications for designing an adaptive feedback mechanism to regulate negative emotions in video-based learning.
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