[논문]애니메이션과 멀티미디어 소프트웨어의 영어 학습 연구

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doi:10.9728/dcs.2015.16.5.707

초록
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컴퓨터 기술의 발달로 인해 만화로 된 영상과 대화형 삽화를 제공하는 멀티미디어 매체들이 점차 교육용 자료들로 각광받고 있다. 따라서 종전의 전통적인 교육 자료들과 비교했을 때 멀티미디어 자료들이 학습에 더 효율적인지 조사할 필요가 있다. 어떠한 환경가운데 좀 더 효율적인 학습이 될 수 있는지 연구하는 것이 필요하다. 본 연구는 전통적인 영어 읽기와 쓰기 학습방법과 삽화나 애니메이션을 사용하는 교육용 멀티미디어 매체를 기반으로 하는 학습과의 비교 연구를 하고자 한다. 학생들의 실험집단과 통제집단으로 구분하여 6개월간의 실험과 서로 다른 교육 자료를 적용하여 설문조사와 평가를 기반으로 그 결과를 영어 교육에 새로운 접근 방법을 제시하고자 한다.

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With the development of computer technology, the multimedia mediums that allow for animated videos, conversational illustrations are increasingly receiving attention for materials for educational purposes. Accordingly, there is a need to research whether multimedia resources and material is more eff...

With the development of computer technology, the multimedia mediums that allow for animated videos, conversational illustrations are increasingly receiving attention for materials for educational purposes. Accordingly, there is a need to research whether multimedia resources and material is more effective compared to traditional educational material and resources. This study aims to compare traditional English reading and writing learning methods with learning methods using educational multimedia mediums such as illustrations or animation. Students were divided into a experimental group and a control group, and during 6 months the groups were exposed to different educational resources and on the basis of student evaluation feedback and grades, a new approach to English education is offered.

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문제 정의

The first group was exposed to former and traditional teaching methods for a set period of time, and the other group learned English using multimedia. This study aims to provide a new direction for English learning based on the results of the before and after testing. In addition, the results of a survey show there is a difference in the level of interest in English learning according to whether the student learned in the group using multimedia storytelling or the group using traditional storytelling.
This study shows how animation can be used effectively for English education purposes in multimedia mediums. The strongest advantage of English education using animation is it goes beyond time and space restrictions, and dynamic phenomenon and visualization is possible.

제안 방법

This research compares traditional methods of teaching English such as story-telling and reading of books and stories with teaching methods utilizing multimedia graphics or animation, and considers large differences exist in the effects on learning for the skills of listening, speaking, and reading. Accordingly, in this study, all participating students took a pre-test of their English ability, then were divided into two groups to observe the effects of different teaching methods, one control group and one experimental group. The first group was exposed to former and traditional teaching methods for a set period of time, and the other group learned English using multimedia.
100 students from grades 1-3 were divided into the control group and the experimental group, and the two groups were divided after a pre-test. After 6 months of the two groups using different educational mediums, a survey and a post-test was conducted and these results form the formation of a new English learning methods recommended.
After each student in both of the two groups were provided with standard regular English learning resources as well as English learning resources that consisted of various contents such as animation, screen English, movie music, 2D and 3D animation, the results were investigated.
This research compares traditional methods of teaching English such as story-telling and reading of books and stories with teaching methods utilizing multimedia graphics or animation, and considers large differences exist in the effects on learning for the skills of listening, speaking, and reading. Accordingly, in this study, all participating students took a pre-test of their English ability, then were divided into two groups to observe the effects of different teaching methods, one control group and one experimental group.
This study tested for more effective methods and approaches for English internet education users within the premise of the Internet as a place where learners can independently participate and engage in learning activities using software and animation.

대상 데이터

The parameters of the study are digital mediums used in class such as mobile devices, digital white board and other actively used digital mediums. 100 students from grades 1-3 were divided into the control group and the experimental group, and the two groups were divided after a pre-test.
This article will now review several cartoon movies for reading and discuss their strengths and characteristics of Dark, Dark Wood', 'Goldilocks and the three bears', 'Little Red Riding Hood', 'Leaping Match', 'My Secret Team', 'Ugly Duckling Fairy Tales', amongst others.

성능/효과

(Figure 6) shows the results of the activity most preferred by students during English class. After a survey listing items such as repeating after listening, English pop songs, games, role play, 48% of students prefer game activities, followed by pop song or other music activities at 27%, 13% preferred role plays, 8% enjoyed reading storybooks, and 4% other.
In addition, the results of the survey show a difference in the level of interest in English learning compared to the control group of traditional fairytales and the experimental group using multimedia for fairy tales.
The survey showed the level of satisfaction for traditional learning resources and methods compared to more diverse multimedia software utilizing contents at 23.6% and 76.4% respectively, showing a 52.8% difference. This result can be analyzed the most effective English education is through animation contents.

참고문헌 (16)

Betrancourt, M. The animation and interactivity principles, in R. E. Mayer(ed.) Handbook of Multimedia, Cambridge University Press. April 2000.
Betrancourt, M & Tversky, B. Effect of computer animation on users performance: a review. Le travail Humain, 63(4), 311-330. 2000

상세보기
English Mayer & Gallini, J. K. When is an illustration worth ten thousand words? Journal of Educational Psychology, 82, 715-726. 1990

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Hegarty, M., Quilici, J., Narayanan, N. H., Holmquist, S. & Moreno, R. Designing multimedia manuals that explain how machines work:Lessons from evaluation of a theory based design. Journal of Educational Multimedia and Hypermedia, 8, 119-150. 1999
Il-Seok Lee, An innovative Approach to Teaching-learning Process through Multimedia Presentation. Journal of Digital Contents Society. Vol. 15 No. 2. 2014.

원문보기 상세보기
Kaiser, M. K., Proffitt, D. R., Whelan, S. M., & Hecht, H. (1992). Influence of animation on dynamical judgments. Journal of Experimental Psychology: Human Perception and Performance, 18, 669-690. 1992

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Kalyuga, S., Chandler, P., & Sweller, J. Incorporating learner experience into the design of multimedia instruction. Journal of Educational Psychology, 92, 126-136. 2000

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Kang Bok Nam. Listening Teaching. Introduction of English Education. Bakyoungsa. Seoul. 1998
Kim Inseok. The Theory and Reality of Multimedia Elementary English. The Journal of Applied Linguistics. Vol. 14. No.2. 1998
Levie, W. H. & Lentz, R. Effects of text illustration: a review of research. Educational Communication and Technology Journal, 30, 195-232. 1982
Lowe, R. K. Animation and learning: selective processing of information in dynamic graphics. Learning and Instruction, 13, 247-262. 2003
Narayanan, N. H. & Hegarty, M. Multimedia design for communication of dynamic information. International J ournal of Human Computer Studies, 57, 279-315. 2002

상세보기
Rieber, L. P. The effects of computer animated elaboration strategies and practice on factual and application learning in an elementary science lesson. Journal of Educational Computing research, 5, 431-444. 1989

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Rieber, L. P. Using computer animated graphics in science instruction with children. Journal of Educational Psychology, 82, 135-140. 1990

상세보기
Rieber, L. P. Animation, incidental learning and continuing motivation. Journal of Educational Psychology, 83, 318-328. 1991

상세보기
Thompson, S. V. & Riding, R. J. The effect of animated diagrams on the understanding of a mathematical demonstration in 11 to 14-year-old pupils. British Journal of Educational Psychology, 60, 93-98. 1990

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애니메이션과 멀티미디어 소프트웨어의 영어 학습 연구
English Learning Application by Animation and Multimedia Software 원문보기

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애니메이션과 멀티미디어 소프트웨어의 영어 학습 연구 English Learning Application by Animation and Multimedia Software 원문보기

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애니메이션과 멀티미디어 소프트웨어의 영어 학습 연구
English Learning Application by Animation and Multimedia Software 원문보기

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