사회비교경향성과 메타인지 정도에 따른 스마트폰 기반 토론 집단의 학습 몰입과 만족 성과
Learning Flow and Satisfaction Outcomes of Smartphone-based Discussion Groups according to Social Comparison Orientation and Metacognition Degree
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참고문헌
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초록
본 연구의 목적은 스마트폰 기반 토론에서 사회비교경향성과 메타인지 정도에 따른 토론 집단의 학습몰입과 만족 성과의 영향을 알아보는 것이다. 참여자 38명에 대한 자료 분석은 다변량분산분석을 활용하였다. 본 연구의 결과는 다음과 같다. 첫째, 사회비교경향성 정도가 토론 집단의 학습 몰입에 영향을 주었다. 즉, 사회비교경향성 정도가 높은 집단이 낮은 집단 보다 더 영향을 주는 것으로 나타났다. 둘째, 사회비교경향성 정도가 토론 집단의 만족 성과에 영향을 미쳤다. 즉, 사회비교경향성 정도가 높은 집단이 낮은 집단 보다 더 영향을 주는 것으로 나타났다. 셋째, 메타인지 정도가 토론 집단의 학습 몰입에 영향을 주었다. 즉, 메타인지 정도가 높은 집단이 낮은 집단 보다 더 영향을 주는 것으로 드러났다. 넷째, 메타인지 정도가 토론 집단의 만족 성과에 영향을 미쳤다. 즉, 메타인지 정도가 높은 집단이 낮은 집단 보다 더 영향을 주는 것으로 나타났다. 마지막으로, 사회비교경향성 정도와 메타인지 정도의 상호작용은 검증되지 없었다. 이런 연구결과를 입각하여 사회비교경향성과 메타인지 정도에 따른 스마트폰 기반 토론 집단의 학습 몰입과 만족 성과를 필히 고려해야 할 것이다.
Abstract
The purpose of this study is to investigate the influence of discussion group learning flow and satisfaction outcomes according to social comparison orientation and metacognition degree in smartphone-based discussion. Multivariate analysis of variance was used to analyze data on 38 participants. The results of this study are as follows. First, social comparison orientation degree influenced the discussion group's learning flow. In other words, groups with high social comparison orientation degree were found to be more influential than groups with low social comparison orientation degree. Second, social comparison orientation degree influenced the satisfaction outcomes of the discussion group. In other words, groups with high social comparison orientation degree were found to be more influential than groups with low social comparison orientation degree. Third, metacognition degree influenced the discussion group's learning flow. In other words, it was revealed that the group with a high level of metacognition degree had more influence than the group with a low level of metacognition degree. Fourth, metacognition degree influenced the satisfaction outcomes of the discussion group. In other words, the group with a high level of metacognition degree appeared to have more influence than the group with a low level of metacognition degree. Lastly, the interaction between social comparison orientation degree and metacognition degree was not tested. Based on these research results, it is necessary to consider the learning flow and satisfaction outcomes of smartphone-based discussion groups according to social comparison orientation and metacognition.
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