증강현실을 활용한 소집단 학습에서 도구 공유 정도에 따른 현존감, 몰입, 상황흥미의 차이
Differences in Presence, Immersion, and Situation Interest in Small Group Learning Using Augmented Reality Based on the Degree of Tool Sharing
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
이 연구에서는 증강현실을 활용한 소집단 학습에서 도구 공유 정도에 따른 학생들의 현존감, 몰입, 상황흥미의 차이를 조사하였다. 중학교 2학년 학생 84명이 각각 4명씩 소집단을 구성하여 연구에 참여하였다. 각 소집단을 마커와 스마트폰의 공유 여부에 따라 공유 환경(마커와 스마트폰 공유 사용), 혼합 환경(마커 공유 및 스마트폰 개별 사용), 개별 환경(마커와 스마트폰 개별 사용)으로 무선 배치하였다. ‘물질의 특성’ 단원에서 증강현실을 활용한 소집단 학습을 3차시 동안실시하였다. 종속 변인에 대한 일원 분산 분석 결과, 공유 환경 대비 혼합 환경에서는 현존감과 상황흥미가, 개별 환경에서는 몰입과 상황흥미가 각각 통계적으로 유의하게 더 높았다. 각 종속 변인의 하위요소에 대한 다변량 분산 분석 결과, 현존감에서는 실제성, 몰입에서는 선행요소와 경험요소, 상황흥미에서는 순간적 즐거움, 새로움, 전체 흥미에서 각각 통계적으로 유의한 차이가 있었다. 면담 및 수업 관찰 결과, 공유 환경과 개별 환경의 학생들은 증강현실을 활용할 때 개별적으로 스마트폰을 사용하는 경향이 있었지만 혼합 환경의 학생들은 스마트폰을 협력적으로 사용하며 더 활발하게 상호작용하는 경향이나타났다. 연구 결과를 바탕으로 도구 사용 환경의 측면에서 증강현실을 활용한 소집단 학습의 효과를 높이기 위한 방안을제안하였다.
Abstract
This study investigated differences in presence, immersion, and situational interest in small group learning using augmented reality, based on the degree of tool sharing. 84 eighth-grade students participated in small groups of four. Each group was randomly assigned to one of three environments based on marker and device sharing: the shared environment (shared marker and device usage), the mixed environment (shared marker and individual device usage), and the individual environment (individual marker and device usage). Small group learning using augmented reality was conducted for three class periods, focusing on the "Characteristics of Matter" unit. One-way ANOVA results for the dependent variables revealed that, compared to the shared environment, presence and situational interest were significantly higher in the mixed environment, while immersion and situational interest were significantly higher in the individual environment. MANOVA results for the sub-components of each dependent variable showed significant differences in realness for presence, antecedents and experiences for immersion, and instant enjoyment, novelty, and total interest for situational interest. Analysis of interviews and classroom observations indicated that students in shared and individual environments tended to use their devices individually when utilizing augmented reality. However, in mixed environments, students showed a tendency to use their devices collaboratively, leading to more active interactions. Based on these findings, environments for using tools to enhance the effectiveness of small group learning using augmented reality are discussed.
참고문헌 (44)
- Azuma, R. T., , Presence: Teleoperators and Virtual Environments, 6, pp.355~ (1997)
- Kye, B., , Journal of Educational Technology, 24, pp.193~ (2008)
- Ibáñez, M. B., , Computers & Education, 71, pp.1~ (2014)
- Lee, J., , Journal of the Korean Associ ation for Science Education, 40, pp.375~ (2020)
- Dreimane, S., , Technology, Knowledge and Learning, 26, pp.763~ (2021)
- Choi, K., , School Science Journal, 14, pp.7~ (2020)
- Arici, F., , Computers & Education, 142, pp.103647~ (2019)
- Jang, S., , Journal of the Korea Contents Association, 5, pp.79~ (2007)
- Cheng, K. H., , Journal of Science Education and Technology, 22, pp.449~ (2013)
- Mazzuco, A., , Review of Education, 10, pp.e3325~ (2022)
- Chen, Y. H., , Interactive Learning Environments, 26, pp.695~ (2018)
- Song, N., , Journal of the Korean Association for Science Education, 43, pp.125~ (2023)
- Shin, S., , Journal of the Korean Association for Science Education, 40, pp.191~ (2020)
- Song, N., , Journal of the Korean Association for Science Education, 42, pp.557~ (2022)
- Akçayır, M., , Educational Research Review, 20, pp.1~ (2017)
- Diegmann, P., , Wirtschaftsinformatik Proceedings, 103 (2015)
- Dunleavy, M., , Journal of Science Education and Technology, 18, pp.7~ (2009)
- Gavish, N., , Interactive Learning Environments, 23, pp.778~ (2015)
- Munoz-Cristobal, J. A., , IEEE Transactions on Learning Technologies, 8, pp.83~ (2015)
- Chang, K. E., , Computers & education, 71, pp.185~ (2014)
- Jeong, H., , Educational Psychologist, 51, pp.247~ (2016)
- Kirschner, P. A., , International Journal of Computer-supported Collaborative Learning, 13, pp.213~ (2018)
- Bayraktar, S., , Journal of Research on Technology in Education, 34, pp.173~ (2001)
- Wang, C., , Journal of Science Education and Technology, 29, pp.587~ (2020)
- Wang, C., , Journal of Computer Assisted Learning, 38, pp.392~ (2022)
- Shin, S., , Journal of the Korean Association for Science Education, 43, pp.181~ (2023)
- Shin, S., , Journal of the Korean Chemical Society, 64, pp.360~ (2020)
- Gay, L. R., "Educational Research: Competencies for Analysis and Applications" (2006), Pearson Education
- Stevens, B., , pp.194~198 (2001), Springer-Verlag
- Witmer, B. G., , Presence: Teleoperators and Virtual Environments, 7, pp.225~ (1998)
- Yoo, I., , Journal of the Korean Association of Information Education, 17, pp.329~ (2013)
- Woo, Y., , Korean Journal of Educational Psychology, 26, pp.1179~ (2012)
- Schubert, T., , Presence:Teleoperators and Virtual Environments, 10, pp.266~ (2001)
- Seo, H., , Journal of Korean Association for Educational Information and Media, 14, pp.137~ (2008)
- Csikszentmilhalyi, M., "Flow: The Psychology of Optimal Experience" (1990), Harper & Row
- Jackson, S. A., , Journal of Sport and Exercise Psychology, 18, pp.17~ (1996)
- Chen, A., , British Journal of Educational Psychology, 71, pp.383~ (2001)
- Kang, H., , Journal of the Korean Association for Science Education, 27, pp.18~ (2007)
- Park, S., , Journal of the Korea Computer Graphics Society, 24, pp.11~ (2018)
- Dunleavy, M., "Serious Educational Games Assessment", pp.221~240 (2011), Sense Publishers
- Chen, H., , Computer in Human Behavior, 15, pp.585~ (1999)
- Novak, T. P., , Interval Research Corporation, 31, pp.1~ (1997)
- Schraw, G., , Educational Psychology Review, 13, pp.23~ (2001)
- Norman, D., "The Psychology of Everyday Things" (1988), Doubleday