증강현실기반 학습 환경에서 학습자의 현존감, 학습 몰입감, 사용성에 대한 태도, 학업성취도의 관계 연구
Relationships among Presence, Learning Flow, Attitude toward Usability, and Learning Achievement in an Augmented Reality Interactive Learning Environment
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초록
본 연구는 차세대 학습 환경으로 부각되고 있는 증강현실기반 학습 환경에 대한 탐색적인 연구로 증강현실 미디어 특성에서 도출한 인지 변인인 현존감, 동기·수행 변인인 학습 몰입감, 학습결과 변인인 사용성에 대한 태도와 학업성취도의 네 가지 변인 간의 관련성을 분석하는 것을 목적으로 한다. 연구대상은 경기도 A 초등학교 5학년 남녀학생 57명을 대상으로 하였으며, 2주간 초등용 지구과학 실감형 교육 미디어를 이용하여 수업을 실시하였다. 연구도구는 현존감 검사지(공간적 현존감 등 3개 항목), 학습 몰입감 검사지(분명한 목표 인식 등 9개 항목), 사용성에 대한 태도 검사지(효율성 등 5개 항목), 학업성취도 검사지를 이용하였다. 단순회귀분석 결과 증강현실기반 학습 환경에서 인지 변인인 현존감은 학습 몰입감에 영향을 미치는 것으로 나타났으며 사용성에 대한 태도에도 영향을 미치는 것으로 나타났다. 그러나 현존감은 학업성취도에는 직접적인 영향을 미치지 않는 변인으로 나타났다. 한편, 동기·수행 변인인 학습 몰입감은 사용성에 대한 태도에 영향을 미치며 학업성취도에도 영향을 미치는 것으로 나타났다. 학습결과 변인인 사용성에 대한 태도는 학업성취도에 영향을 미치는 변인으로 밝혀졌다. 본 연구의 결과는 증강현실 콘텐츠를 학교 정규 수업에 적용하고 증강현실 환경에서 학업성취도에 영향을 미치는 인지 변인, 동기·수행 변인, 사용성 태도 변인을 검증함으로써 효과적인 학습자 주도의 체험형 학습 방법과 증강현실기반 학습 콘텐츠 설계 방향을 제시하는데 기여할 것으로 본다.
Abstract
The purpose of this study is to examine the relations among presence, learning flow, attitude toward usability, and learning achievement in an augmented reality (AR) interactive learning environment for elementary school students. The subjects of this study were 57 male and female students at a elementary school in Gyeonggi do, and realistic earth science education media for elementary school was used as a research tool. The students participating in the experiment took tests on presence, learning flow, attitude toward usability, and learning achievement. When the correlations among the variables were examined, a significant correlation was observed between presence and learning flow. Both presence and learning flow were correlated with attitude toward usability, and both learning flow and attitude toward usability were in a significant correlation with learning achievement. On the contrary, presence was not significantly correlated with learning achievement. In the results of regression analysis, presence in AR learning environment predicted learning flow with explanatory power of 15% (p<.05), and presence and learning flow were found to be the predictors of attitude toward usability, explaining it 8% (p<.05) and 31% (p<.05), respectively. Learning flow and attitude toward usability predicted learning achievement, and each of them explained 9% (p<.05) of the total variation of learning achievement. The results of this study will contribute to presenting the direction in the realistic learning method and instructional design of realistic contents and tangible interface for promoting presence and learning flow in an AR interactive learning environment.
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