[논문]디지털 멀티모달 스토리텔링: 학습자 인식에 대한 이해

정선주

doi:10.22156/cs4smb.2021.11.03.174

디지털 멀티모달 스토리텔링: 학습자 인식에 대한 이해
Digital Multimodal Storytelling: Understanding Learner Perceptions 원문보기

융합정보논문지 = Journal of Convergence for Information Technology, v.11 no.3, 2021년, pp.174 - 184

정선주 (가천대학교 영미어문학과)

초록
AI-Helper

본 연구는 다중양식의 대학 전공수업에의 적용 가능 여부와, 학생들의 다중양식 과업에 대한 인식을 살펴보는 것을 목적으로 한다. 이 연구를 위해 28명의 영어를 전공하는 학생들이 전공수업의 일환으로 디지털 스토리텔링 과제를 수행하였다. 디지털 스토리텔링에 대한 학생들의 인식을 조사한 설문지와 성찰지를 분석해 본 결과, 디지털 스토리텔링 과제가 학생들의 적극적 참여와 동기부여를 제공한다는 사실을 알게 되었다. 그러나 다른 한편으로, 디지털 스토리텔링 과제는 학생들에게 더 많은 정신적 노력을 요구하고 더 많은 긴장을 초래한다는 사실도 알게 되었다. 디지털 스토리텔링은 학생들로 하여금 다양한 기술을 공부하게 하고 학습 과정 중에 다중양식 측면을 적용할 수 있도록 지원함으로써, 학생들의 적극적 참여를 유도하고 유의미하고 재미있는 결과를 가져오는 자기주도 학습을 유도할 수 있다.

Abstract ▼ AI-Helper

The present study intends to understand how multimodality can be implemented in a content course curriculum and how students perceive multimodal tasks. Twenty-eight students majoring in English were engaged in a digital storytelling assignment as a part of the content curriculum. Findings from the questionnaire and reflective essays that investigated students perceptions of digital storytelling showed that students felt that the assignment helped them engage in the task and felt motivated. In comparison to traditional writing tasks, students perceived digital storytelling to be more engaging and motivating, but felt that the assignment required more mental effort and caused more anxiety. By supporting students to explore technology and implement multimodal aspects in the learning process, digital storytelling can encourage engagement and autonomous learning to create meaningful works that are purposeful and enjoyable.

주제어

표/그림 (6)

표 Table 1. Self-assessment of English skills
표 Table 2. Digital Storytelling Task Perception (N=28)
표 Table 3. Comparison Between Traditional Writing and Digital Storytelling (N=28)
표 Table 3. Continued...
표 Table 4. The Most Interesting Aspect of Digital Storytelling (N=28)
표 Table 5. The Most Challenging Aspect of Digital Storytelling (N=28)

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