본문 바로가기
KERD
논문KCI 등재

몰입형 가상 시뮬레이션 과학 탐구학습 효과 분석: CAMIL(Cognitive Affective Model of Immersive Learning)관점 기반 설계

Impact of Immersive Virtual Simulation on Science Inquiry Learning: A CAMIL (Cognitive Affective Model of Immersive Learning) Perspective

김동호|김경리
한국교육공학회 (Korean Society Of Educational Technology)|2024.12|교육공학연구 (Journal of Educational Technology)|제40권 제4호|pp. 915-953|DOI http://dx.doi.org/10.17232/KSET.40.4.915

2

조회

0

다운로드

0

인용

0

참고문헌

키워드

시뮬레이션Simulation과학 탐구학습몰입형 vr인지적 정의 모델Immersive VrScience Inquiry LearningCamil
주제분류교육학

초록

몰입형 가상 시뮬레이션 실험은 물리적 과학 실험실의 시․공간적 한계를 극복하고 다양한 방식의 과학 실험을 가능하게 하는 이점이 있다. 그러나, 학습 이론에 기반을 두지 않고 설계된 몰입형 가상 시뮬레이션은 학습자의 인지 부하를 일으켜 지식을 구축하는데 방해가 된다는 연구 결과가 있으며, 학습 효과에 대한 증거가 부족하여 수업에 적극적으로 활용하는 데 어려움이 있다. 이에 본 연구는 CAMIL(Cognitive Affective Model of Immersive Learnig) 관점에 기반하여 몰입형 가상 시뮬레이션을 설계하고 과학 탐구학습에 적용했을 때, 인지, 동기․태도 영역에서의 효과성을 분석하여 과학 수업에 적용 가능성을 검증하고자 하였다. 이를 위해, CAMIL 관점에서 몰입형 가상 시뮬레이션 공간 구성 요소를 정리하여 세 가지 주제의 시뮬레이션을 제작하여, 초등학교 6학년 과학 탐구 수업에 9차시에 걸쳐 실험을 진행하였으며, SMQ 검사와 사후 평가, 사전․사후 설문을 실시하여 자기효능감, 과학 학습 내재적 동기, 진로 동기, 학습 지속 의지, VR 학습 지각된 유용성을 분석하였다. 연구 결과 진로 동기를 제외한 나머지 영역에서 통계적으로 유의미하게 향상된 것을 확인할 수 있었다. 본 연구는 CAMIL의 관점에 기반한 몰입형 가상 시뮬레이션 구성의 방향성을 제시하였으며, 과학 탐구학습 적용 가능성을 실증적으로 검증하였다는 점에서 의의가 있다.

Abstract

Immersive virtual simulations offer the advantage of overcoming physical science laboratory constraints by enabling diverse experimental experiences. However, studies indicate that simulations lacking learning theory frameworks can impose cognitive load on learners, hindering knowledge acquisition and limiting classroom applicability. This study addresses this gap by designing an immersive virtual simulation based on the Cognitive Affective Model of Immersive Learning (CAMIL) and evaluating its effects on cognition, motivation, and attitudes in science inquiry learning. Following CAMIL principles, three simulations were developed and applied over nine sessions in 6th-grade science classes, with effectiveness measured through Science Motivation Questionnaire (SMQ) tests and pre- and post-surveys. Key metrics included science self-efficacy, intrinsic motivation, career motivation, learning persistence, and perceived VR(Virtual Reality) usefulness. Results indicated statistically significant gains in all areas except science career motivation, underscoring CAMIL’s potential in enhancing immersive learning design and its empirical applicability in science education.

참고문헌 (79)

  1. 강은진, "고등학생 시기의 진로정체감이 대학생 시기의 직업결 정에 미치는 효과: 전공만족도의 매개효과를 중심으로", 청소년문화포럼, pp.37~62 (2023)
  2. 교육부, "초등학교 5~6학년군 6-2 교사용 지도서" (2022), ㈜동아출판
  3. 한순미, "학습동기 변인들과 인지전략 및 학업성취간의 관계", 교육심리연구, 18(1), pp.329~350 (2004)
  4. Abdi, A., "The effect of inquiry-based learning method on students' academic achievement in science course", Universal journal of educational Research, 2(1), pp.37~41 (2014)
  5. Aldosari, B., "User acceptance of a picture archiving and communication system(PACS)in a Saudi Arabian hospital radiology department", BMC medical informatics and decision making, 12, pp.1~10 (2012)
  6. Akçayır, M., "Augmented reality in science laboratories : The effects of augmented reality on university students’ laboratory skills and attitudes toward science laboratories", Computers in Human Behavior, 57, pp.334~342 (2016)
  7. Andersen, S. A. W., "The effect of distributed virtual reality simulation training on cognitive load during subsequent dissection training", Medical teacher, 40(7), pp.684~689 (2018)
  8. Anderson, R. D., "Reforming science teaching : What research says about inquiry", Journal of science teacher education, 13(1), pp.1~12 (2002)
  9. Arnold, J. C., "Exploring core ideas of procedural understanding in scientific inquiry using educational data mining", Research in Science & Technological Education, 41(1), pp.372~392 (2023)
  10. Bandura, A., "Social foundations of thought and action", Englewood Cliffs, 2, pp.23~28 (1986)
  11. Bauer, A. C. M., "The potential of immersive virtual reality for cognitive training in elderly", Gerontology, 66(6), pp.614~623 (2020)
  12. Blumenfeld, P. C., "Motivating project-based learning: Sustaining the doing, supporting the learning", Educational psychologist, 26(3-4), pp.369~398 (1991)
  13. Bogusevschi, D., "Teaching and learning physics using 3D virtual learning environment : A case study of combined virtual reality and virtual laboratory in secondary school", Journal of Computers in Mathematics and Science Teaching, 39(1), pp.5~18 (2020)
  14. Bower, M., "Immersive virtual reality in education", British Journal of Educational Technology, 51(6), pp.1981~1990 (2020)
  15. Burns, J. C., "Development of an integrated process skill test : TIPS II", Journal of research in science teaching, 22(2), pp.169~177 (1985)
  16. Chen, C. J., "The design, development and evaluation of a virtual reality based learning environment", Australasian Journal of Educational Technology, 22(1), pp.39~63 (2006)
  17. Cheng, K. H., "Students’ motivational beliefs and strategies, perceived immersion and attitudes towards science learning with immersive virtual reality : A partial least squares analysis", British Journal of Educational Technology, 51(6), pp.2140~2159 (2020)
  18. Clark, R. C., "Developing technical training" (1999), International Society for Performance Improvement
  19. Coban, M., "The potential of immersive virtual reality to enhance learning : A meta-analysis", Educational Research Review, 36, pp.100452~ (2022)
  20. Cooper, G., "Transforming science education with virtual reality : An immersive representations model", Educational Media International, 61(3), pp.229~251 (2024)
  21. Dalgarno, B., "What are the learning affordances of 3-D virtual environments?", British journal of educational technology, 41(1), pp.10~32 (2010)
  22. Dede, C. J., "Virtual, augmented, and mixed realities in education", pp.1~16 (2017)
  23. De Jong, T., "Technological advances in inquiry learning", Science, 312(5773), pp.532~533 (2006)
  24. Eisenhart, M., "Creating the conditions for scientific literacy : a reexamination", American Educational Research Journal, 33(2), pp.261~295 (1996)
  25. Georgiou, Y., "Learning experience design with immersive virtual reality in physics education", Educational Technology Research and Development, 69(6), pp.3051~3080 (2021)
  26. Goldin-Meadow, S., "Learning through gesture", Wiley Interdisciplinary Reviews : Cognitive Science, 2(6), pp.595~607 (2011)
  27. Glynn, S. M., "Science motivation questionnaire II : Validation with science majors and nonscience majors", Journal of research in science teaching, 48(10), pp.1159~1176 (2011)
  28. Hamilton, D., "Immersive virtual reality as a pedagogical tool in education : a systematic literature review of quantitative learning outcomes and experimental design", Journal of Computers in Education, 8(1), pp.1~32 (2021)
  29. Haryana, M. R. A., "Virtual reality learning media with innovative learning materials to enhance individual learning outcomes based on cognitive load theory", The International Journal of Management Education, 20(3), pp.100657~ (2022)
  30. Hernández-de-Menéndez, M., "Virtual reality laboratories : A review of experiences", International Journal on Interactive Design and Manufacturing, 13, pp.947~966 (2019)
  31. Hruby, F., "The sound of being there : Audiovisual cartography with immersive virtual environments", KN-Journal of Cartography and Geographic Information, 69(1), pp.19~28 (2019)
  32. Huang, W., "Extending the cognitive-affective theory of learning with media in virtual reality learning : A structural equation modeling approach", Journal of Educational Computing Research, 60(4), pp.807~842 (2022)
  33. Ibrahim, M., "Implications of designing instructional video using cognitive theory of multimedia learning", Critical questions in education, 3(2), pp.83~104 (2012)
  34. Jiang, Y., ""It’s like I’m really there" : Using VR experiences for STEM career development", Journal of Science Education and Technology, 30, pp.877~888 (2021)
  35. Johnson-Glenberg, M. C., "Effects of embodied learning and digital platform on the retention of physics content : Centripetal force", Frontiers in psychology, 7, pp.1~22 (2016)
  36. Johnson-Glenberg, M. C., "Platform is not destiny : Embodied learning effects comparing 2D desktop to 3D virtual reality STEM experiences", Journal of Computer Assisted Learning, 37(5), pp.1263~1284 (2021)
  37. Kalogiannakis, M., "Gamification in science education. A systematic review of the literature", Education sciences, 11(1), pp.1~36 (2021)
  38. Kim, J. H., "Virtual reality simulations in physics education", Interactive Multimedia Electronic Journal of Computer-Enhanced Learning, 3(2), pp.1~7 (2001)
  39. Kleijnen, J. P., "Design and analysis of simulation experiments", pp.3~22 (2018), Springer International Publishing
  40. Krajcik, J., "Chapter VIII : Modern Content and the Enterprise of Science : Science Education in the Twentieth Century", Teachers College Record, 103(7), pp.205~238 (2001)
  41. Krüger, J. M., "Application and investigation of multimedia design principles in augmented reality learning environments", Information, 13(2), pp.1~29 (2022)
  42. Kubieck, J., "Inquiry-based learning, the nature of science, and computer technology : New possibilities in science education", Canadian Journal of Learning and Technology, 2005, pp.31(1), 1~12
  43. Lindgren, R., "Enhancing learning and engagement through embodied interaction within a mixed reality simulation", Computers & education, 95, pp.174~187 (2016)
  44. Liou, W. K., "Virtual reality classroom applied to science education", 2018 23rd International Scientific-Professional Conference on Information Technology (IT), pp.1~4 (2018), IEEE
  45. Liu, R., "Effects of an immersive virtual reality-based classroom on students’ learning performance in science lessons", British Journal of Educational Technology, 51(6), pp.2034~2049 (2020)
  46. Lo, S. C., "Design of 3D virtual reality in the metaverse for environmental conservation education based on cognitive theory", Sensors, 22(21), pp.8329~8348 (2022)
  47. Lui, A. L., "Theory-based learning design with immersive virtual reality in science education : A systematic review", Journal of Science Education and Technology, 32(3), pp.390~432 (2023)
  48. Makransky, G., "Can an immersive virtual reality simulation increase students’ interest and career aspirations in science?", British Journal of Educational Technology, 51(6), pp.2079~2097 (2020)
  49. Makransky, G., "The cognitive affective model of immersive learning(CAMIL) : A theoretical research-based model of learning in immersive virtual reality", Educational Psychology Review, 33(3), pp.937~958 (2021)
  50. Makransky, G., "Adding immersive virtual reality to a science lab simulation causes more presence but less learning", Learning and instruction, 60, pp.225~236 (2019)
  51. Marks, B., "Adoption of virtual reality technology in higher education : An evaluation of five teaching semesters in a purpose-designed laboratory", Education and information technologies, 27(1), pp.1287~1305 (2022)
  52. Marougkas, A., "Virtual reality in education : a review of learning theories, approaches and methodologies for the last decade", Electronics, 12(13), pp.2832~2853 (2023)
  53. Matovu, H., "Immersive virtual reality for science learning : Design, implementation, and evaluation", Studies in Science Education, 59(2), pp.205~244 (2023)
  54. Mayer, R. E., "A cognitive theory of multimedia learning : Implications for design principles", Journal of educational psychology, 91(2), pp.358~368 (1998)
  55. Moore, J. W., "Sense of agency in health and disease : a review of cue integration approaches", Consciousness and cognition, 21(1), pp.59~68 (2012)
  56. Mulders, M., "A framework for the use of immersive virtual reality in learning environments", International Journal of Emerging Technologies in Learning, 15(24), pp.208~224 (2020)
  57. Mutlu-Bayraktar, D., "Cognitive load in multimedia learning environments : A systematic review", Computers & Education, 141, pp.103618~ (2019)
  58. National Research Council, "A framework for K-12 science education : Practices, crosscutting concepts, and core ideas" (2012), National Academies Press
  59. Oje, A. V., "Virtual reality assisted engineering education : A multimedia learning perspective", Computers & Education : X Reality, 3, pp.100033~ (2023)
  60. Parong, J., "Learning science in immersive virtual reality", Journal of Educational Psychology, 110(6), pp.785~797 (2018)
  61. Parong, J., "Cognitive and affective processes for learning science in immersive virtual reality", Journal of Computer Assisted Learning, 37(1), pp.226~241 (2021)
  62. Park, B., "Cognitive and affective effects of seductive details in multimedia learning", Computers in Human Behavior, 44, pp.267~278 (2015)
  63. Richards, D., "A Comparison of learning gains when using a 2D simulation tool versus a 3D virtual world : An experiment to find the right representation involving the Marginal Value Theorem", Computers & Education, 86, pp.157~171 (2015)
  64. Rivas, D., "Virtual reality applied to physics teaching", Proceedings of the 9th International Conference on Education Technology and Computers, pp.27~30 (2017), ICETC
  65. Rutten, N., "The learning effects of computer simulations in science education", Computers & education, 58(1), pp.136~153 (2012)
  66. Sahin, D., "The effect of Augmented Reality Technology on middle school students’ achievements and attitudes towards science education", Computers & Education, 144, pp.103710~ (2020)
  67. Secker, C. V., "Effects of inquiry-based teacher practices on science excellence and equity", The Journal of Educational Research, 95(3), pp.151~160 (2002)
  68. Slater, M., "Enhancing our lives with immersive virtual reality", Frontiers in Robotics and AI, 3, pp.74~ (2016)
  69. Stirzel, M., "Towards an evaluation concept for immersive teaching based on the “Cognitive Affective Model of Immersive Learning (CAMIL)” framework", Proceedings of the 15th International Conference on Education and New Learning Technologies, pp.7211~7218 (2023), IATED
  70. Texley, J., "NSTA pathways to the science standards : Guidelines for moving the vision into practice" (2004), NSTA Press
  71. Villena-Taranilla, R., "Effects of virtual reality on learning outcomes in K-6 education : A meta-analysis", Educational Research Review, 35, pp.100434~ (2022)
  72. Van Berkum, J. J., "Instructional environments for simulations", Education and Computing, 6(3-4), pp.305~358 (1991)
  73. Vogel, B., "Integrating mobile, web and sensory technologies to support inquiry-based science learning", 2010 6th IEEE International Conference on Wireless, Mobile, and Ubiquitous Technologies in Education, pp.65~72 (2010), IEEE
  74. Wen, Y., "Integrating augmented reality into inquiry-based learning approach in primary science classrooms", Educational technology research and development, 71(4), pp.1631~1651 (2023)
  75. Wu, B., "Continuance intention to use MOOCs : Integrating the technology acceptance model(TAM)and task technology fit(TTF)model", Computers in human behavior, 67, pp.221~232 (2017)
  76. Yue, C., "Applying the cognitive theory of multimedia learning : an analysis of medical animations", Medical education, 47(4), pp.375~387 (2013)
  77. Zacharia, Z. C., "Comparing the influence of physical and virtual manipulatives in the context of the Physics by Inquiry curriculum : The case of undergraduate students’ conceptual understanding of heat and temperature", American Journal of Physics, 76(4), pp.425~430 (2008)
  78. Zhao, J., "Learning in the field: Comparison of desktop, immersive virtual reality, and actual field trips for place-based STEM education", 2020 IEEE Conference on Virtual Reality and 3D User Interfaces (VR), pp.893~902 (2020), IEEE
  79. Zhi, Y., "Extended reality in language learning : A cognitive affective model of immersive learning perspective", Frontiers in Psychology, 14, pp.1109025~ (2023)

관련 논문AI추천

웹 기반 과학실험 시뮬레이션의 학습성과에 대한 학습몰입과 인지적실재감의 예측력 규명강명희, 김혜선, 이정민한국교육정보미디어학회 · 교육정보미디어연구2011 · 제17권 제1호증강현실 활용 탐구학습의 효과성분석: 중등과학수업을 중심으로이정민, 정연화한국교육정보미디어학회 · 교육정보미디어연구2015 · 제21권 제4호시뮬레이션을 활용한 실감형 매체 수업의 학습자 특성과 학습경험 탐색김누리, 배철오, 최현준교육발전연구소 · 교육혁신연구2025 · 제35권 제4호가상현실 특성을 반영한 VR 프로그램 기반 수업 적용 및 효과최섭, 김희백한국과학교육학회 · 한국과학교육학회지2020 · 제40권 제2호몰입형 가상현실 학습이 중학생의 학습성과에 미치는 영향고장완, 김태현한국교육정보미디어학회 · 교육정보미디어연구2019 · 제25권 제1호VR을 활용한 실험수업에서 유용성, 흥미, 실재감, 학습몰입의 관계 분석홍효정한국공학교육학회 · 공학교육연구2025 · 제28권 제3호

이 간행물의 다른 논문 (6건)

매체의 개념 변화와 함의변호승pp. 885-914가상세계 초․중등학교 도서관 학습환경 모형 개발 연구임민희, 엄태연, 임철일, 박성경, 홍수민pp. 955-991교육 분야 빅데이터를 활용한 학습자 유형 탐구:초등학교 5학년 수학 단원의 이해력을 중심으로신효정, 안지영pp. 993-1028효과적 교사 전문성 개발(ETPD) 특성에 대한 교사 인식 유형별 전문성 개발 전략 혼합연구: TALIS 2018을 중심으로이영주, 김태우pp. 1029-1065국내 문제중심학습(PBL) 적용 수업이 예비교사의 인지적․정의적 영역에 미치는 효과에 관한 메타분석박인우, 정슬기pp. 1067-1097
원문 보기