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교사의 관점에서 영어교육과 증강현실(Augmented Reality: AR) 융합에 영향을 미치는 요소에 대한 실증연구: Push-Pull-Mooring(PPM) 이론을 기반으로

Empirical investigation of determinants influencing English teachers’ intention to switch augmented reality: Based on the Push-Pull-Mooring(PPM) framework

정희정
한국멀티미디어언어교육학회 (Korea Association of Multimedia-Assisted Language Learning)|2021.06|멀티미디어 언어교육 (Multimedia-Assisted Language Learning)|제24권 제2호|pp. 106-129|DOI 10.15702/mall.2021.24.2.106

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키워드

English educationaugmented realityEnglish teacherPush-Pull-Mooring theory
주제분류영어와문학

초록

The main goal of this study is to verify factors influencing English teachers’ switch intention to augmented reality(AR) based on Push-Pull-Mooring(PPM) theory. To this end, the study proposes three variables (content uniformity, functional simplicity, learning inefficiency) in the push effect and three variables (interactivity, learning practicality, experiential learning) in the pull effect, which have a positive impact on English teachers’ switch intention to AR. For the mooring effect, this study proposes English teachers’ innovation as a moderating factor within the relationships between variables in push-pull and switch intention. For three months, a total of 49 responses from English teachers at various organizations, including elementary schools, private English institutions, and libraries with English programs were analyzed using SmartPLS 3.0 to test the proposed hypotheses. The results provide a clear understanding of the reasons that English teachers intend to switch to AR. The contributions and implications of the study are discussed concerning the future approach to AR use in English learning and teaching.

Abstract

The main goal of this study is to verify factors influencing English teachers’ switch intention to augmented reality(AR) based on Push-Pull-Mooring(PPM) theory. To this end, the study proposes three variables (content uniformity, functional simplicity, learning inefficiency) in the push effect and three variables (interactivity, learning practicality, experiential learning) in the pull effect, which have a positive impact on English teachers’ switch intention to AR. For the mooring effect, this study proposes English teachers’ innovation as a moderating factor within the relationships between variables in push-pull and switch intention. For three months, a total of 49 responses from English teachers at various organizations, including elementary schools, private English institutions, and libraries with English programs were analyzed using SmartPLS 3.0 to test the proposed hypotheses. The results provide a clear understanding of the reasons that English teachers intend to switch to AR. The contributions and implications of the study are discussed concerning the future approach to AR use in English learning and teaching.

참고문헌 (46)

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관련 논문AI추천

Augmented Reality: Exploring EFL Learners’ Switching Behaviors with Push-Pull-Mooring Framework정희정한국멀티미디어언어교육학회 · 멀티미디어 언어교육2020 · 제23권 제4호디지털 영어 학습으로의 이동 의도 분석: Push-Pull-Mooring 모델을 중심으로정희정사단법인 한국언어학회 · 언어학2025 · 제33권 제3호테크놀로지기반 영어교육에 대한 학습자 행동연구정희정한국멀티미디어언어교육학회 · 멀티미디어 언어교육2022 · 제25권 제2호Exploring English Learners’ Intentions to Switch to Mobile Assisted Language Learning (MALL): Push and Pull Framework정희정21세기영어영문학회 · 영어영문학212018 · 제31권 제4호증강현실 기반 교육콘텐츠 이용의도에 관한 연구김찬원, 조항민한국디지털정책학회 · 디지털융복합연구2022 · 제20권 제4호확장현실을 적용한 초등영어 교과서 활용 방안김동규, 이동한영상영어교육학회 · 영상영어교육2022 · 제23권 제3호

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