학습자가 인식하는 실재감에 대한 구조방정식 기반 국내문헌 메타분석
Structural equation-based meta-analysis of domestic literature on learners’ perceived presence
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본 연구는 국내에서 수행된 학습자의 실재감 연구들을 대상으로 구조방정식 기반 메타분석을 실시하여 실재감이 만족도와 학업성취도에 영향을 미치는 구조 관계를 규명하였다. 2011년부터 2023년 9월에 출간된 만족도 연구 87편에서 193개의 실재감과 만족도 간의 상관계수를, 학업성취도 연구 76편에서 148개의 실재감과 학업성취도 간의 상관계수를 추출하였으며, R언어의 metafor와 metaSEM 패키지를 활용하여 분석하였다. 분석결과는 (1) 사회실재감은 교수실재감과 인지적실재감 간의 관계를 부분매개하였으며, (2) 인지적실재감은 교수실재감과 학업성취도 간의 관계를 완전매개하였고 교수실재감과 만족도 간의 관계를 부분매개하였으며, (3) 학습 환경과 학령은 조절변수로써 유의하였다. 본 연구의 시사점은 사회적실재감과 인지적실재감을 높일 수 있도록 교수실재감을 구성해야 한다는 것이다. 구체적으로 온라인 학습 환경의 경우에는 사회적실재감을, 학습목표가 단기적일수록 인지적실재감 향상을 중점적으로 교수실재감을 구성해야 한다.
Abstract
This study used a meta-analytic structural equation modeling approach targeting empirical studies of domestic learners’ presence to identify the structural relationships between sense of presence, satisfaction, and academic achievement. We extracted 193 correlation coefficients between presence and satisfaction from 87 studies on satisfaction, as well as 148 correlation coefficients between presence and academic achievement from 76 studies on academic achievement published from 2011 to September 2023. The analyses were conducted using the metafor and metaSEM package in the R language environment. The key findings were as followes: (1) social presence partially mediated the relationship between teaching presence and cognitive presence; (2) cognitive presence fully mediated the relationship between teaching presence and academic achievement, as well as partially mediated the between teaching presence and satisfaction; and (3) the learning environment and age as moderators were significant. These findings suggest that teaching presence should be structured to increase social and cognitive presence. In an online learning environment, teaching presence should focus on improving social presence. For short-term learning goals, cognitive presence should focus on improving teaching presence.
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