[논문]마이크로러닝 콘텐츠 기반 비교과 프로그램이 대학생의 학습몰입, 학습의욕에 미치는 영향

곽찬미; 이동엽

doi:10.17703/jcct.2023.9.6.973

마이크로러닝 콘텐츠 기반 비교과 프로그램이 대학생의 학습몰입, 학습의욕에 미치는 영향
Effects on Micro-learning Contents on University Students' Learning Flow and Learning Motivation based on Extracurricular Program 원문보기

Journal of the convergence on culture technology : JCCT = 문화기술의 융합, v.9 no.6, 2023년, pp.973 - 980

곽찬미 (경상국립대학교 교육혁신처) , 이동엽 (경상국립대학교 교육학과)

초록
AI-Helper

본 연구는 대학생들을 대상으로 한 마이크로러닝 콘텐츠 기반 비교과 프로그램의 효과를 일반적 특성에 따라 분석하였다. 거점 국립대학 G대학교 소속 학생 600명을 대상으로 설문을 실시하였고, 학습몰입과 학습의욕을 학습효과 측정의 주요 지표로 사용하였다. 학습효과 측정 도구의 신뢰도 검증을 위하여 Cronbach's α 계수 분석을 실시하였다. 성별과 전공계열에 따른 학습몰입, 학습의욕의 차이를 분석하기 위하여 독립표본 t-검정을 통해 결과를 분석하였고. 학년에 따른 학습몰입, 학습의욕에 대한 차이를 분석하기 위하여 집단 간 일원분산분석(ANOVA)을 통해 측정하였다. 연구 결과에 따르면 성별과 학년은 마이크로러닝 콘텐츠 기반 프로그램 참여에는 유의한 영향을 미치지 않았으나, 전공계열에 따라 학습몰입과 학습의욕이 다르게 나타났다. 이를 바탕으로 향후 프로그램은 전공계열에 따라 적절한 환경과 자극을 제공해야 할 것으로 나타났다.

Abstract ▼ AI-Helper

This study analyzed the effects of a Micro-learning content-based extracurricular program among university students based on their general characteristics. A survey was conducted on 600 students affiliated with G University, a major national university. Learning immersion and learning motivation were used as the key indicators for measuring the learning effects. Cronbach's α coefficient analysis was performed to validate the reliability of the learning effect measurement tool. Independent sample t-tests were utilized to analyze differences in learning immersion and learning motivation based on gender and major disciplines. One-way analysis of variance (ANOVA) was employed to measure differences in learning immersion and learning motivation according to academic year. According to the research findings, gender and academic year did not significantly influence participation in the Micro-learning content-based program. However, differences in learning immersion and learning motivation were observed depending on the major discipline. Based on this, it is suggested that future programs should provide suitable environments and stimuli based on the students' major disciplines.

주제어

표/그림 (10)

그림 그림 1. 마이크로러닝의 등장 배경 Figure 1. Background of Micro-learning 출처: https://www.kmooc.kr/comm_view/N/1/478
표 표 1. 종속변수의 문항 구성 및 신뢰도 값 Table 1. 'Item construction of the dependent variable and Reliability value
표 표 2. KMO와 Bartlett의 검정 통계값 Table 2. Kaiser-Meyer-Olkin and Bartlett's test
표 표 3. 탐색적 요인분석 결과 Table 3. Exploratory Factor Analysis (EFA) results
표 표 4. 설문 문항 Table 4. Survey question
표 표 5. 구인별 기술통계 Table 5. Descriptive statistics by employment type
표 표 6. 요인별 신뢰도 Table 6. Reliability by factor
표 표7. 성별에따른학습몰입, 학습의욕에대한독립표본t 검정결과 Table 7. Independent samples t-test results on learning engagement and academic motivation by gender
표 표8. 전공계열에따른학습몰입,학습의욕에대한독립표본t검정결과 Table 8. Independent samples t-test results on learning engagement and academic motivation by academic discipline
표 표9. 학년에따른학습몰입, 학습의욕에대한일원분산분석결과 Table 9. One-way ANOVA results on learning engagement and academic motivation by grade level

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원문보기 상세보기
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