[논문]동영상 학습에서 교육 에이전트와 자막이 학습자의 사회적실재감 및 학습지속의향에 미치는 영향

박소연; 한광희

doi:10.17703/jcct.2023.9.2.73

동영상 학습에서 교육 에이전트와 자막이 학습자의 사회적실재감 및 학습지속의향에 미치는 영향
The Effects of Pedagogical Agent and Redundant Text on Learners' Social Presence and Intention to Continue Learning in Video Learning 원문보기

Journal of the convergence on culture technology : JCCT = 문화기술의 융합, v.9 no.2, 2023년, pp.73 - 82

초록
AI-Helper

본 연구는 2(교육 에이전트: 유 vs. 무) × 2(자막: 유 vs. 무) 피험자간 요인 설계를 사용하여 교육 에이전트와 음성 내레이션과 중복된 자막이 학습에 미치는 영향에 대해 알아보는 것을 목표로 진행했다. 자막이 없을 때는 교육 에이전트의 포함여부와 관계없이 사회적 실재감, 만족도 및 학습 지속의향에 차이가 없었으나 자막이 있을 때는 교육 에이전트가 있을 때 참가자의 사회적 실재감, 만족도 및 학습 지속의향이 더 높게 나타났다. 학업성취도에서는 음성 내레이션과 중복된 자막에 따른 차이가 발견되지 않았는데 이는 역중복 효과에 대한 선행 연구를 일부 지지하는 결과로 중복된 자막을 포함한다고 하여 반드시 학습 성과가 감소하는 것은 아니라는 것을 시사한다. 비대면으로 진행되는 동영상 학습은 대면 학습에 비해 높은 중도 이탈률을 보인다. 따라서 학습자와의 상호작용을 강화하고 동기를 부여하여 지속적으로 학습에 참여하도록 하는 방법에 대해 이해하는 것이 특히 중요하다. 본 연구에서는 교육 에이전트와 자막이 동영상 학습에서 학습자의 지속적인 참여를 유도할 수 있는 요소인지에 대해 논의하였다.

Abstract ▼ AI-Helper

A 2(pedagogical agent: with vs. without) × 2(on-screen text: with vs. without) between-subject design was used in this study to investigate the effects of pedagogical agent and redundant on-screen text on video learning. In the case of the educational video without redundant on-screen text, there was no difference in social presence, satisfaction, and intention to continue learning regardless of the presence of a pedagogical agent. However, when the educational video contained redundant on-screen text, participants who watched educational video with pedagogical agent perceived higher social presence, satisfaction and intention to continue. In terms of academic achievement, no difference was found whether redundant on-screen text was contained or not. It supports some of the previous studies on the reverse-redundancy effects, suggesting that the inclusion of redundant text does not necessarily cause the reduction of learning outcomes. Video learning shows a higher dropout rate than face-to-face learning. Therefore, it is particularly important to understand how to strengthen interactions with learners and motivate them to keep themselves engaged in learning. This study discussed whether pedagogical agent and on-screen text are factors that induce continuous participation of learners in video learning.

주제어

표/그림 (6)

그림 그림 1. 실험에 사용된 네 가지 교육 동영상의 캡처 화면 Figure 1. Screenshot of the learning videos.
표 표 1. 기술 통계 Table 1. Descriptive statistics
그림 그림 2. 사회적 실재감에서의 상호작용 효과 Figure 2. Interaction effect on social presence
그림 그림 3. 만족도의 상호작용 효과 Figure 3. Interaction effect on satisfaction
표 표 2. 공분산분석 결과 Table 2. Analysis of covariance result
그림 그림 4. 학습 지속의향에서의 상호작용 효과 Figure 4. Interaction effect on intention to continue learning

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