몰입형 가상현실 학습이 중학생의 학습성과에 미치는 영향
The Effects of Immersive Virtual Reality Learning on Middle School Students’ Learning Outcomes
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초록
본 연구는 멀티미디어 학습이론에 따라 학습자의 인지부하를 줄일 수 있도록 교육용 몰입형 가상현실 콘텐츠를 개발하고, 이를 활용한 학습을 직접적으로 실시함으로써 그 효과성을 분석하고자 하였다. 이를 위하여 몰입형 가상현실을 통한 교육을 기존에 주로 사용되는 제시형 멀티미디어인 PPT 슬라이드를 활용한 학습과 비교하였다. 본 연구를 위한 실험에는 총 30명의 국제중학교 1-2학년 학생들이 참여했으며, 몰입형 가상현실 그룹과 PPT 슬라이드 그룹에 각각 15명씩 배치되었다. 학습자는 교사의 지도 하에 각각의 멀티미디어를 활용해 약 30분 동안 스스로 학습하였다. 실험결과 학습자는 새로 개발된 VR 학습에 대하여 인지부하를 적게 느끼는 것으로 나타났으며, 몰입형 가상현실로 학습할 때 부정적인 감정을 덜 느끼고 학습방법에 흥미를 느끼는 것으로 나타났다. 또한, 학습 직후 학습성과에서는 두 집단 간 큰 차이가 없지만, 4주 후 재검사에서는 몰입형 가상현실 집단의 성적이 유의미하게 높았다. 이러한 결과는 학생들이 실험후에도 자발적으로 학습을 수행하였기 때문인 것으로 나타났다. 이러한 결과에 비추어 볼 때, 몰입형 가상현실 학습은 멀티미디어 교육이론에 기반하여 인지부하를 줄이는 방법으로 체계적으로 설계될 경우 학습자의 인지부하를 감소시킬 수 있으며, 이를 통한 학습은 즉각적 학습성과를 보여주지는 않지만 학습동기를 유발하고 학습에 대한 긍정적 정서를 갖게 하여 지속적 효과를 나타낼 수 있다고 결론 내릴 수 있다. 본 연구에 따른 시사점을 논의하였다.
Abstract
This study intended to analyze the learning effectiveness of immersive virtual reality contents, which was developed by the author based on multimedia learning theory in order to reduce cognitive load. For this purpose, learning through immersive virtual reality was compared with learning using PPT slides, a widely used traditional multimedia. A total of 30 international middle school students participated in the experiment, among which 15 students were randomly assigned to the immersive VR group and the others were assigned to the PPT slide group. Under the supervision of a teacher, two groups of learners studied by themselves using different multimedia for about 30 minutes. The results indicated that learners using the newly developed VR contents felt less cognitive load and less negative emotions, and were more interested in learning compared with learners using PPT slides. Regarding the student learning outcomes, there was no statistically significant difference between two groups right after the experiment, yet the four weeks delayed test showed that the learners in the immersive VR group had a significantly higher score compared to the PPT slide group. These results were due to students' voluntary study after the experiment. Based on these results, it is concluded that immersive VR learning can reduce the cognitive load of learners if it is systematically designed as a way to reduce cognitive load based on multimedia education theory. In addition, immersive VR learning might have relatively long-term effects on learners by making them experience positive emotions towards learning and become more motivated to engage in learning. Related implications were discussed.
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