증강현실 학습자료에서 가상캐릭터의 제시방법이 학습자의 의인화 지각, 인지부하의 변화와 주의집중에 미치는 효과
The effect of display methods of virtual character on persona effect, cognitive load, and attention in the augmented reality based learning environment
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이 연구는 증강현실 기반 학습자료에서 가상캐릭터의 제시방법이 학습에 미치는 영향을 검증하기 위한 것이다. 이 연구를 위해 증강현실 학습자료에서 가상캐릭터와 3D 그래픽의 배치 방법에 따른 학습자의 의인화 지각과 인지부하, 주의집중이 어떻게 달라지는가를 확인하기 위한 실험이 진행되었다. 실험에 참가한 대학생 54명은 처치조건(분산배치 vs. 동시배치 vs. 가상캐릭터만 제시)에 따라 증강현실 학습자료를 활용하여 심장의 구조와 기능에 대한 내용을 학습하고, 의인화 지각, 인지부하, 주의집중 설문을 실시하였다. 가상캐릭터가 투입된 조건에서 3D 그래픽 제공 방법의 효과성을 알아 보기 위해 계획비교에 의한 대비분석을 실시하였다(대비①: 그래픽효과, 대비②: 분산배치 효과, 대비③: 동시배치 효과). 연구결과에 따르면, 모든 의인화 지각의 하위요인에서 분산배치 효과가 유의미 하게 높았다. 또한 분산배치 조건에서 인지부하 하위요인인 자기평가, 사용편의성 요인과 주의집중요인이 가상캐릭터만 제시한 조건보다 높게 나타났다. 이 결과는 증강현실 학습환경에서 가상캐릭터를 제시할 때 그래픽자료를 번갈아 제공하는 것이 가상캐릭터에 대한 학습자 지각을 높이고 사용편의성과 주의집중을 높이는데 긍정적임을 의미한다. 또한 인지부하 하위요인인 사용편의성 요인과 주의집중 요인은 그래픽 효과에서도 유의미한 차이가 나타났는데, 이를 통해 3D 그래픽을 제시하였을 때 학습자가 사용편의성을 높게 지각하고, 학습자료에 더욱 집중함을 알 수 있다.
Abstract
The purpose of this study was to examine the effects of presentation methods of the virtual character in the augmented reality learning environment. For this study, the dependent variables were persona effect by the virtual character, cognitive load, and attention level in the augmented reality-based learning material. The participants were 54 college students, and three conditions were analyzed: 1) distributed presentation with a virtual character, 2) simultaneous presentation with a virtual character and 3) virtual character only condition. Three contrast analysis was conducted to measure the impact of presentation methods with a virtual character and 3d graphics. In order to meet the purpose of this analysis, three planned comparisons were conducted. The first contrast test was to identify a graphic effect, which was to compare 3D graphics presentation and virtual character only condition. The second contrast test was to test the distribution effect of the virtual character. It was to compare the conditions with one-by-one presentation and virtual character only condition. The last contrast one was to identify the effect of presenting graphics contents with the virtual character. The results revealed that the distribution effect was reported consistently with all of the dependent variables of persona effect, cognitive load, and attention. No effect of simultaneous effect was identified with any of the dependent variables. There were two significant differences of the graphic effect, the first contrast analysis, on one of the cognitive load factors and attention level. The result indicated that attention could be the primary factor to cause the distribution effect.
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