휴대폰이 운동기술 학습을 위한 동영상 피드백 도구로 활용될 수 있을까?
Can a Mobile Phone be Used as a Video Feedback Toolfor Motor Learning?
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초록
본 연구의 목적은 휴대폰이 운동학습 현장에서 학습효율을 높이기 위한 동영상 피드백 제공도구로 활용될 수 있는지의 가능성을 검증하는데 있었다. 검증을 위해 휴대폰 동영상 피드백을 사용한 지도방법이 전통적 지도방법보다 더 우수한 학습효과를 갖는지 조사하였다. 구체적으로 전이적 정보(TI)+동영상 피드백(VF)이 제공된 조건과 전이적 정보(TI)+지도자 시범(D)이 제공된 조건들의 학습효과를 비교하였다. 24명의 피험자들은 두 지도조건으로 나누어져 왼손으로 공 던지기를 하루 75회씩 2일간 150회 연습하였다. 24시간 후에 실시된 파지검사 결과, 동작 폼 점수의 경우 TI+VF 집단은 TI+D 집단보다 유의하게 더 우수한 학습효과를 나타냈다. 동작결과를 나타내는 던진 거리의 경우 TI+VF 집단은 유의함에는 미치지 못했지만 TI+D 집단보다 더 우수한 파지수행을 나타냈다. 이 결과는 휴대폰이 동작기술의 지도 현장에서 피드백 제공 도구로 활용될 수 있음을 나타낸다. 전이적 정보가 주어진 후 보강된 휴대폰 동영상 피드백은 학습자에게 협응해법을 찾도록 안내해주는 정보속박으로 작용하는 것처럼 보인다. 또한 학습자의 인지적 노력과 동기를 증가시켜 학습효과를 높여주는 것처럼 보인다.
Abstract
The aim of this study was to examine whether a mobile phone can be a video feedback tool for the learning of multiple-degrees-of-freedom movements. For this purpose it was investigated whether an instruction method through a mobile phone video feedback has better learning effect than the traditional instruction method. Specifically, transitional information(TI)+video feedback(VF) condition was compared with TI+instructor's demonstration(D) condition. Thirty four participants threw a ball with left hand as long as possible 75 times a day for two days. A retention test was administered 24 hours later. The performance score represented throwing form and throwing distance. The results indicated that the TI+VF group showed better form rating score than the TI+D groups during a 24-hr retention test as well as a practice phase. In throwing distance the TI+VF group threw the ball longer than TI+D group, although the difference did not reach a significance. These results suggest that a mobile phone can be an effective video feedback tool for improving motor learning. The video feedback provided with transitional information induces a positive learning effect by facilitating the search for coordination solution as well as increasing cognitive effort and motivation.
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