증강현실 기반 학습에서 매체특성, 현존감, 학습몰입, 학습효과의 관계 규명
Investigation on the Relationships among Media Characteristics, Presence, Flow, and Learning Effects in Augmented Reality Based Learning
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초록
본 연구는 미래기술이 집약된 새로운 매체인 증강현실(Augmented Reality: AR) 기술이 어떠한 매체적 특성 요인으로 인해 학습효과를 갖게 되는지 핵심요인을 규명하고 요인 간의 관계를 밝히는 것이다. 이를 위해 관련 선행연구의 고찰을 통해 증강현실 기반 학습에서 학습 효과에 직접 또는 간접 영향을 미칠 수 있는 요인으로 ‘감각적 몰두’, ‘탐색 가능성’, ‘조작 가능성’, ‘현존감’, ‘학습몰입’ 요인을 선정하고, 이들 간의 관계 규명을 통해 증강현실 기반 학습에서 매체 활용의 효과성 구조를 밝히고자 하였다. 이에 본 연구에서는 과학과의 물의 순환 과정에 대한 내용을 기초로 개발된 한 증강현실 기반 시뮬레이션 콘텐츠를 활용, 초등학교 5학년 학생 290명을 대상으로 구조방정식 모형을 활용한 연구를 실시였다. 연구 결과, 탐색 가능성 요인을 제외한 감각적 몰두, 조작 가능성, 현존감, 학습몰입의 요인들이 모두 만족도, 지식·이해, 적용의 학습 효과에 유의한 영향을 미치는 것으로 나타났다. 특히, 선행연구를 통해 기 예측되었던 경로 외에 ‘조작 가능성’ 요인의 경우, ‘만족도’와 ‘적용’ 측면의 학습효과에 있어서도 직접효과를 갖는 것으로 나타나, 가상세계와 현실세계를 이음새없이(seamless) 연결해주는 증강현실의 실물형 인터페이스(tangible user interface)를 통한 조작성의 강화가 학습 만족도와 적용 부분의 성취도에 있어 중요한 변인이 될 수 있음을 보여주었다. 또한 학습효과 측면에 있어서는 지식·이해 요인보다 적용 요인에 증강현실 매체의 활용이 더 큰 설명력을 갖는 것으로 나타났다.
Abstract
This study’s goal is to examine which factors of augmented reality(AR), the fruit of future technologies, help to improve learning effects and reveal the relationships of those factors. To that end, we studied preceding researches and selected five factors which can influence learning effects in augmented reality based learning. We discovered the effectiveness structure of media utilization in augmented reality based learning through investigating relations of those factors. The five factors selected were: sensory immersion, navigation, manipulation, presence, and flow. This study was conducted on 290 fifth graders at two elementary schools in Gyeonggi province, where the school facilities and class environments were similar. A total of 272 questionnaires were analyzed after excluding the questionnaires of 4 absent students, 12 incomplete ones, and 2 untrustworthy ones. The program this study used was titled, “Journey of Water”, jointly developed by the Korea Education & Research Information Service(KERIS) and the digital experience center of Pohang University of Science and Technology. The “Journey of Water” program was designed for fifth graders and its contents were experiment activity type learning contents of tangible manipulation in which students could observe and experiment the circulation process of water including its evaporation, precipitation, and flowing. This study went through the process of designing a theoretical model through analyzing preceding researches, developing measuring tools, holding augmented reality based classes, conducting survey and achievement evaluations, and confirming a final model through the analysis of confirmatory factors and structural equation modeling. All the data obtained from the survey and achievement evaluation was processed using SPSS 12.0 for Windows, and AMOS 5.0 was used to verify a hypothetical model. The results showed that with the exception of navigation, all the factors such as sensory immersion, manipulation, presence, and flow had meaningful influence on satisfaction, knowledge & understanding, and learning effects of application. In particular, manipulation factor was proved to have a direct effect on satisfaction and the application aspect of learning effects, indicating that strengthening manipulation through the tangible interface of augmented reality can be an important factor in learning satisfaction and application fields. In addition, sensory immersion was proved to have a meaningful influence on immersion in learning and learning effects. In terms of learning effects, application of augmented reality media was shown to have more influence on application factors than on knowledge & understanding. Based on such study results, we propose the following tasks.
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