대학생의 라이프로깅을 활용한 학습전략이 학습 스타일, 자기조절학습, 성취도에 미치는 효과
Effects of learning strategies using lifelogging on learning styles, self-regulated learning, and achievement in university students
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본 연구는 라이프로깅을 활용한 학습전략의 효과를 학습 스타일, 자기조절학습, 성취도를 중심으로 살펴보는데목적이 있다. 학습전략의 효과를 살펴보기 위해 실험집단(유튜브 15명, 인스타그램 16명) 31명과 통제집단 14명의대학생을 대상으로 하였다. 실험집단은 6주간 라이프로깅 방식으로 유튜브를 사용한 스터디윗미 집단과 인스타그램을사용한 공스타 집단으로 구분하였다. 사전검사를 통해 실험집단과 통제집단은 동질 집단임을 확인하였고, 사후검사를통해 각 집단의 변화를 확인하였다. 첫째, 라이프로깅을 활용한 학습자의 학습 스타일은 읽기/쓰기형으로 변화하였다. 둘째, 라이프로깅을 활용한 학습전략을 사용한 실험집단의 자기조절학습은 통제집단이 비해 유의하게 높았다. 특히라이프로깅을 활용한 학습전략의 사용은 자기조절학습의 환경관리를 유의하게 증가시켰다. 또한 각 실험집단별로유튜브 집단은 노력지속, 인스타그램 집단은 메타인지의 변화가 유의하게 나타났다. 셋째, 라이프로깅을 활용한 학습전략을 사용한 실험집단의 목표수행 수준과 인지된 성취도가 통제집단에 비해 유의하게 높았다. 이상의 결과를 바탕으로디지털 네이티브 학습자를 위한 라이프로깅을 활용한 학습전략의 가능성을 확인하여, 학습지원방안을 제시하였다.
Abstract
This study explores the effectiveness of learning strategies using lifelogging, with a focus on learning style, self-regulated learning, and achievement. To this end, 31 university students were assigned to the experimental group and 14 university students were assigned to the control group. The study was conducted over six weeks, during which Study with Me through YouTube and Gongstar through Instagram were used. The pre-test confirmed that all three groups were similar, and the post-test confirmed the changes. The study's results are as follows. First, learning using lifelogging changed the participants' learning styles to reading and writing. Second, learning using lifelogging increased self-regulated learning compared to the control group, with the YouTube group showing significant changes in effort persistence and the Instagram group showing significant changes in metacognition. Third, the perceived level of achievement in learning using lifelogging was significantly higher in the experimental group than in the control group. Based on these results, the feasibility of a learning strategy using lifelogging for digital natives was confirmed.
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