증강현실을 활용한 소집단 학습에서 개념 이해 및 몰입, 상황 흥미를 촉진할 수 있는 학습 환경 탐색
An Exploration of Learning Environment for Promoting Conceptual Understanding, Immersion and Situational Interest in Small Group Learning Using Augmented Reality
1
조회
0
다운로드
10
인용
0
참고문헌
키워드
초록
이 연구에서는 증강현실을 활용한 소집단 학습에서 개념 이해 및 몰입, 상황 흥미를 촉진할 수 있는 학습 환경을 학생 들의 자기조절 수준에 따라 탐색하였다. 서울시에 소재한 남녀공학 고등학교 1학년 95명이 연구에 참여하였다. 한 모둠에 마커 와 스마트 기기를 각각 1개(1-1), 2개(2-2) 또는 4개(4-4)를 제공하는 세 가지 학습 환경을 구성하고, 학생들을 4인 1모둠으로 편 성하여 각 학습 환경에 무선 배치하였다. 통합과학 교과의 화학 결합 개념에 대하여 증강현실을 활용한 소집단 학습을 2차시 동 안 실시하였다. 이원 변량 분석 결과, 개념 이해도 검사에서는 4-4 학습 환경의 점수가 1-1 또는 2-2 학습 환경보다 유의미하게 높았으며, 자기조절 수준이 낮은 학생들이 학습 환경 변화의 영향을 받았다. 몰입감 검사에서는 4-4 학습 환경의 점수가 1-1 학 습 환경보다 유의미하게 높았고, 자기조절 수준이 높은 학생들이 학습 환경 변화의 영향을 받았다. 상황 흥미 검사에서 4-4 및 2- 2 학습 환경의 점수는 1-1 학습 환경보다 통계적으로 유의미하게 높았고, 학습 환경 변화는 자기조절 수준 높은 학생과 낮은 학생 모두에게 영향을 주었다. 연구 결과를 바탕으로 증강현실을 활용한 소집단 학습에서 학생들의 개념 이해 및 몰입, 상황 흥미를 촉진할 수 있는 학습 환경에 대한 교육적 함의를 논의하였다.
Abstract
This study explored the learning environment for promoting conceptual understanding, immersion, and situational interest in small group learning using augmented reality, according to the level of students’ self-regulation. 95 ninth-grade students from a coed high school in Seoul participated in this study. Students were divided into a group of four and each group was randomly assigned to three learning environments that provide one marker and one smart device(1-1), two markers and two smart devices(2-2), and four markers and four smart devices(4-4) for a group. Small group learning using augmented reality was conducted for two class periods about the chemical bonding concept from the Integrated Science subject. Two-way ANOVA results revealed that students in the 4-4 learning environment scored significantly higher than those in the 1-1 or 2-2 learning environment in a conception test. Changes in the learning environment have affected students with a low level of self-regulation. In an immersion test, students in the 4-4 learning environment scored significantly higher than those in the 1-1 learning environment, and changes in the learning environment have affected students with a high level of self-regulation. As a result of situational interest test, students in the 4-4 and 2-2 learning environments scored significantly higher than those in the 1-1 learning environment, and changes in the learning environment have affected students with a low and a high level of self-regulation. Based on the results, the educational implications of the learning environment for promoting conceptual understanding, immersion, and situational interest in small group learning using augmented reality are discussed.
참고문헌 (42)
- Azuma, R. T., , Presence: Teleoperators & Virtual Environments, 6, pp.355~ (1997)
- Lukosch, S., , Computer Supported Cooperative Work, 24, pp.515~ (2015)
- Chen, Y. C., "A Study of Comparing the Use of Augmented Reality and Physical Models in Chemistry Education", Proceedings of the 2006 ACM international conference on Virtual reality continuum and its applications, pp.369~372 (2006)
- "Science Level Up 2015; Korea Foundation for the Advancement of Science & Creativity"[URL]
- A Study on the Implementation of Future Digital Textbooks, "Jung, Y.", Education & Research Information Service, 25~44 (2017)
- Akçayır, M., , Educational Research Review, 20, pp.1~ (2017)
- Phon, D. N. E, "Collaborative Augmented Reality in Education: A Review", 2014 International Conference on Teaching and Learning in Computing and Engineering, pp.78~83 (2014)
- 유명현, "VR, AR, MR 기반 학습의 효과에 관한 메타분석", 교육정보미디어연구, 24(3), pp.459~488 (2018), 한국교육정보미디어학회[DOI]
- Diegmann, P., , Benefits, 3, pp.1542~ (2015)
- Ibáñez, M. B., , Computers & Education, 71, pp.1~ (2014)
- Kye, B., , Journal of Educational Technology, 24, pp.193~ (2008)
- Novak, T. P., , Interval Research Corporation, 31, pp.1~ (1997)
- Salmi, H., , International Journal of Science Education, 7, pp.253~ (2017)
- 고영남, "증강현실 조합형 마커시스템의 교육효과분석", 정보교육학회논문지, 16(3), pp.373~382 (2012), 한국정보교육학회
- Nachairit, A, "Using Mobile Augmented Reality for Chemistry Learning of Acid-base Titration: Correlation Between Motivation and Perception", Proceedings of the 23rd International Conference on Computers in Education, pp.519~528 (2015)
- Núñez, M, "Collaborative Augmented Reality for Inorganic Chemistry Education", WSEAS International Conference, pp.271~277 (2008)
- Li, N.;, "Influences of AR-supported Simulation on Learning Effectiveness in Face-to-face Collaborative Learning for Physics", 2011IEEE 11th International Conference on Advanced Learning Technologies, pp.320~322 (2011)
- Baran, B., , Education and Information Technologies, 25, pp.1371~ (2019)
- Dalim, C. S. C., , Journal of Computer Science, 13, pp.581~ (2017)
- Gweon, G, "MABLE: Mediating Young Children’s Smart Media Usage with Augmented Reality", Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems, pp.1~9 (2018)
- Loyens, S. M., , Educational Psychology Review, 20, pp.411~ (2008)
- Panadero, E., , Small Group Research, 46, pp.431~ (2015)
- 한재영, "과학 수업에서의 협동학습에 대한 교사들의 인식", 열린교육연구, 14(3), pp.103~117 (2006), 한국열린교육학회
- "Ted's Cooperative Learning e-book. Abruf am" (2001)[URL]
- Lee, J., , Theory and Practice of Education, 15, pp.99~ (2010)
- Chiang, T. H. C., , Computers & Education, 78, pp.97~ (2014)
- Dunleavy, M., , TechTrends, 58, pp.28~ (2014)
- Pintrich, P. R., , Educational and Psychological Measurement, 53, pp.801~ (1993)
- Tan, D. K. C., , School Science Review, 81, pp.75~ (1999)
- Coll, R. K., , Research in Science Education, 31, pp.357~ (2001)
- Ünal, S., , Research in Science & Technological Education, 24, pp.141~ (2006)
- White, R. T, "Probing Understanding" (1992), Falmer Press
- Jackson, S. A., , Journal of Sport and Exercise Psychology, 18, pp.17~ (1996)
- 서희전, "증강현실기반 학습 환경에서 학습자의 현존감, 학습 몰입감, 사용성에 대한 태도, 학업성취도의 관계 연구", 교육정보미디어연구, 14(3), pp.137~166 (2008), 한국교육정보미디어학회
- Chen, A., , British Journal of Educational Psychology, 71, pp.383~ (2001)
- 노태희, "변칙사례에 의해 유발된 상황 흥미의 근원 및 인지갈등과 비인지적 변인이 개념변화에 미치는 영향", 한국과학교육학회지, 27(1), pp.18~27 (2007), 한국과학교육학회
- Seong, T., "Modern Basic Statistics: Understanding and Application" (2013), Hakjisa
- Saks, K., , Procedia-Social and Behavioral Sciences, 112, pp.190~ (2014)
- Kim, M. J., , Automation in Construction, 33, pp.79~ (2013)
- Georgiou, Y, , Proceedings of the 16th World Conference on Mobile and Contextual Learning, 1 (2017)
- Reilly, M, "Shared Note-taking: a Smartphonebased Approach to Increased Student Engagement in Lectures", The 11th International Workshop on Collaborative Editing Systems in Conjunction with ACM Conference on Computer Supported Cooperative Work (2011)
- Zimmerman, H. T, "Mobile, Ubiquitous, and Pervasive Learning", pp.101~ (2016), Springer