예비교사 훈련을 위한 아바타 활용 대화 시뮬레이션에서 뇌파측정을 통한 정서반응 측정에 관한 연구
A Study on Emotional Response through EEG Measurement in Dialog Simulation Using Avatar for Pre-service Teacher Education
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초록
예비교사는 학생과 실질적인 면담을 경험할 기회가 적다. 본 연구는 예비교사가 가상 학생 아바타와의 대화 시뮬레이션을 통해 학생과의 면담을 경험할 수 있는 환경을 제공하고, 이때 시뮬레이션의 제시 유형과 가상 아바타의 감정 상태가 예비교사의 감성적 경험에 어떠한 영향을 주는지 EEG(electroencephalogram) 측정을 통해 연구하였다. 이 연구를 위해, 기본적 경청대화법인 SOLER모형과 실험불안 시나리오를 바탕으로 4가지의 감정 상태를 보이는 가상 아바타와의 대화 시뮬레이션을 HMD(Head Mounted Display)와 2D 모니터 조건으로 나누어 실시하였다. 실험은 시뮬레이션의 제시방법을 구획변수로 하여, 가상 아바타의 4가지 감정 상태에 따른 예비교사의 가상실재감과 EEG 측정을 통한 정서반응을 반복 측정하는 분할구획요인설계(split plot factorial design)를 적용하였다. 정서반응의 측면에서, 시뮬레이션 제시 매체 유형은 정서상태의 높고 낮음을 나타내는 각성의 수준에 유의미한 영향을 미쳤다. 한편, 예비교사의 정서반응 중, 긍정과 부정의 상태를 나타내는 정서가는 가상 아바타의 감정 상태가 행복과 같은 긍정적 상태를 나타나낼 때 상대적으로 높은 평균값을 보였고, 슬픔과 화남과 같은 부정적 상태를 나타낼 때는 상대적으로 낮은 평균값을 보여, 가상 아바타의 감정상태에 따라서 유의미한 차이를 보였다. 이는 가상 아바타에 의해서 제시되는 감정상태를 예비교사가 비슷한 수준에서 공감하고 있음을 타나낸다. 시뮬레이션을 통한 경청훈련을 적용한 본 연구는 가상 아바타의 얼굴표정, 몸짓 그리고 실재적인 시나리오를 통한 실재감을 불러일으켜 교사교육에서 중요한 역할을 할것으로 기대되며, 감성적 반응유발가능성(emotional affordance)을 적용한 아바타에 대한 체계적인 설계와 개발에 대한 함의점을 제공할 것이다.
Abstract
Pre-service teachers need to constantly participate in the complex decision-making process through sufficient communication with their students in the authentic educational fields. However, current pre-service teacher education does not provide enough opportunity for pre-service teachers to acquire sufficient communication training and skills. Simulation-based learning is considered to be a natural solution for this problem. Therefore, this study investigated the emotional response through pre-service teachers’ EEG (electroencephalogram) according to the simulation presentation modes and the emotional states of virtual avatar in dialogue simulation. The dialogue with four emotional states of virtual student avatar was performed both HMD (Head Mounted Display) and monitor conditions. Emotional response (arousal and valence) through EEG was measured according to emotional states of virtual avatar. Types of simulation presentation had a significant effect on the state of arousal, indicating the high and low emotional states. The emotional states of the virtual avatar had a significant effect on the state of valence, meaning positive and negative emotional states. This study was the initial development stage of the dialogue simulation system for the pre-service teacher education. However, through the confirmation of the pre-teacher's emotional response, the effectiveness of the simulation as a basis for the improvement of the pre-service teacher's ability in actual conversation with students was confirmed.
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