보건계열 학생을 대상으로 한 마이크로러닝 기반 교수 전략의 효과성에 대한 평가
Evaluating the Effectiveness of Microlearning-Based Pedagogical Strategies among Health Science Students
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
본 연구는 마이크로러닝 환경에서 학습자가 인식한 유용성이 학습 지속 의도에 미치는 영향을분석하고, 이 관계에서 학습 몰입의 매개효과와 학습 존재감의 조절효과를 검증하였다. 연구 대상은 온라인 학습 경험이 있는 한국의 응급구조학과외 보건계열 전문대학 재학생 168명이며, 설문을 통해 인식된 유용성, 학습 몰입(행동적·정서적·인지적), 학습 존재감(인지적·사회적·정서적), 학습 지속 의도를 측정하였다. 분석 결과, 인식된 유용성은 학습 몰입(β = .635, p < .001)과 학습 지속 의도(β = .746, p < .001)에 유의한 정적 영향을 미쳤으며, 학습 몰입은 이 관계를 완전 매개하였다(β = .675, p < .001). 또한 학습 존재감은 유용성과 학습 몰입 간의 관계를 조절하는 것으로나타났다(β = .061, p < .05). 본 연구는 마이크로러닝 설계 시 학습자의 유용성 인식을 높이고, 몰입과 존재감을 유도하는 전략이 학습 지속성 향상에 중요함을 시사한다.
Abstract
This study investigates the impact of perceived usefulness on learners’ intention to persist in a microlearning environment, emphasizing the mediating role of learning engagement and the moderating effect of learning presence. Microlearning—characterized by the delivery of concise, focused content—is increasingly adopted in learner-centered and competency-based educational settings, particularly within health sciences. Data were collected from 168 Emergency Medical Technology and health care provider students enrolled in a Korean junior college with prior online learning experience. Employing validated instruments, the study measured perceived usefulness, three dimensions of learning engagement (behavioral, emotional, cognitive), learning presence (cognitive, social, affective), and learning persistence intention. Hierarchical regression analyses revealed that perceived usefulness significantly predicted both learning engagement (β = .635, p < .001) and learning persistence intention (β = .746, p < .001). Moreover, learning engagement fully mediated the relationship between perceived usefulness and persistence intention (β = .675, p < .001). Additionally, learning presence was found to moderate the effect of perceived usefulness on engagement (β = .061, p < .05). These findings underscore the importance of designing microlearning experiences that not only emphasize the perceived utility of content but also foster learner engagement and a sense of presence to sustain long-term learning commitment.