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교육용 3D 게임에 활용된 판타지 유형과 학습자들의 판타지경향성이 과학 학습과 학습 도구 사용에 미치는 효과

Effects of fantasy type and fantasy proneness on science learning and learning tool use in an educational 3D game

이재진
한국교육정보미디어학회 (Korea Association for Educational Information and Media)|2020.06|교육정보미디어연구 (Journal of Korean Association for Educational Information and Media)|제26권 제2호|pp. 283-309|DOI http://dx.doi.org/10.15833/KAFEIAM.26.2.283

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키워드

데이터 시각화data visualization로그 데이터 분석log data analysis교육용 게임 설계판타지 유형판타지경향성educational game designfantasy typefantasy proneness
주제분류교육학

초록

본 논문은 교육용 게임과 3D 멀티미디어 기반 학습에 적용한 판타지 유형과 판타지경향성이 과학학습에 미치는 효과를 검증하는 데 목적을 두고 있다. 본 연구에서 교육용 게임에 적용된 판타지의유형은 묘사적 판타지와 창의적 판타지이며, 판타지경향성은 개인이 상상적 사고에 깊이 빠져드는 성향으로 정의되었다. 연구를 위해 활용된 교육용 3D 게임은 ‘Alien Rescue’이며, 실험은 미국 남서부 지역의 한 공립학교에 재학 중인 중학교 1학년생 70명을 대상으로, 과학 시간에 약 2주간 실시되었다. 통계 분석을 위해 사용된 독립변인은 판타지 유형과 판타지경향성이며, 공변인은 과학 사전지식, 종속변인은 과학 학습 향상으로 설정하여 이원공변량(Two-way ANCOVA) 분석을 실시하였다. 또한, Alien Rescue 게임을 통한 학습자들의 게임 도구 사용 빈도와 지속 시간을 분석하기 위해 데이터 시각화 기법을 활용하여 통계 분석 결과를 보완하였다. 연구 결과는 다음과 같다. 첫째, 판타지 유형 중 묘사적판타지를 받은 집단이 창의적 판타지를 받은 집단에 비해 과학 학습 점수가 높게 나타났다. 둘째, 판타지경향성은 과학 학습에 통계적으로 유의미한 변화에 영향을 주지 못하였으며, 판타지 유형과 판타지경향성은 과학 학습에 대해 상호작용 효과를 보여주지 않았다. 게임 로그 자료에 대한 데이터 시각화 분석 결과에서는 전반적인 문제해결 도구 활용의 지속 시간이 묘사적 판타지를 받은 집단에서 높게 나타났으며, 창의적 판타지 집단에서는 게임 활용 초기에 사용 빈도가 높은 반면 지속 시간은 낮았다. 통계 분석 결과와 데이터 시각화 기법을 종합하면, 묘사적 판타지를 제공받은 학습자들이 문제해결과정에 보다 더 집중하고 관련 정보를 습득하기 위해 게임 속 학습 도구를 활용하는 시간이 더긴 것으로 나타났다.

Abstract

The purpose of the study is to examine the effects of fantasy type and fantasy proneness on science learning and tool use patterns in an educational 3D game. Fantasy type was divided into portrayal and creative fantasy in the game, and fantasy proneness was defined as one’s propensity to be deeply involved in imaginative thinking. The research was conducted through an educational 3D game, ‘Alien Rescue’. Research participants were 70 students enrolled in a public middle school located in south-western area of the US. Data was analyzed with Two-way ANCOVA, with fantasy type and fantasy proneness as independent variables and science learning improvement as the dependent variable. In addition, the frequency and duration of game tool use were analyzed with data visualization in order to support the statistical research finding. The research results are as follows. Firstly, portrayal fantasy design was more effective for enhancing science learning compared with creative fantasy design. Secondly, fantasy proneness did not show any statistically significant impact on science learning. Fantasy type and fantasy proneness did not show any interaction effect on science learning, either. In the data visualization analysis using game log data, learners who were given portrayal fantasy design showed longer duration of tool usage in overall problem solving, while those given creative fantasy design showed more frequency in the beginning of game utilization, but shorter duration of tool usage. As a result, learners who were given portrayal fantasy design showed more concentration in learning process and spent longer time in utilizing learning tools in the game in order to acquire relevant information. In discussion, the researcher extended the research findings on fantasy design issues and suggested further research directions for the educational game and multimedia design research.

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