로봇활용수업의 에듀테인먼트적 특성 탐색
Exploring the features of edutainment for Robot Assisted Instruction
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초록
본 연구는 에듀테인먼트의 특성요소가 로봇활용수업에서 나타나는지 탐색하는 것을 목적으로 하였다. 이를 위해 ‘참여의 직접성’, ‘인지적 참여’, ‘상호작용’, ‘활동의 재미’의 네 가지 특성요소를 토대로 초등학교 방과후 수업에 실시한 로봇활용수업을 녹화한 동영상자료를 수집하여 전사하였으며, 교육공학 전문가와 함께 수업장면별로 어떤 에듀테인먼트의 특성요소가 나타나는 지를 확인하는 절차를 거쳐 에듀테인먼트 특성을 파악하였다. 그 결과, 초등학생 대상 로봇활용수업에서는 에듀테인먼트의 네 가지 특성요소가 모두 나타나는 것으로 탐색되었다. 즉, 학생들이 직접적 참여를 보였고, 인지적으로 정보를 처리하였음을 나타냈으며, 양방향 상호작용을 하였으며, 나아가 로봇 그 자체와 함께하는 것을 좋아하면서 친구와 동일시하는 재미와 놀이를 하는 재미의 가능성을 나타냈다. 특히 로봇활용수업은 학생들에게 심리적부담감을 줄여줌으로써 켈러의 ARCS이론에 따른 동기유발 요소 중 모티브일치에 긍정적 영향을 줄 수 있는 가능성이 논의되었으며 로봇의 움직임과 이동성 등도 긍정적 영향과 관계있을 것으로 판단되었다.
Abstract
This study is to explore the edutainment features of robot assisted instruction. The research question is whether a robot assisted instruction can be an edutainment for motivational enhancement. To answer this research question, first, four general feature-elements of edutainment were chosen from literature review: direct participation, level of cognitive information processing, two-way communication, and fun-type from each activity. Second, two cases of robot assisted instruction were selected and their videos were analyzed: A case was for 3rd grade, and B case was for 1st grade elementary students. Third, participants in each instruction were interviewed. The results showed that robot assisted instruction provide opportunities of direct involvement, help learners process information cognitively, allow two-way communiction/transaction, and have learners enjoy their learning activities in four ways. It was concluded that robot assisted instruction can be an edutainment and suggestions were provided for further research regarding the use of robots for instruction.
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