학습용 에이전트가 적용된 멀티미디어 자료에서 화면크기와 텍스트 제시방식이 주의집중 및 중복효과에 미치는 영향

기수현(Suhyun Ki),양은별(Eunbyul Yang),류지헌(Jeeheon Ryu) 중앙대학교 한국교육문제연구소 2020 한국교육문제연구 Vol.38 No.3

이 연구의 목적은 학습용 에이전트(animated pedagogical agent: APA)를 활용한 멀티미디어자료에서 화면크기와 텍스트의 제시방법에 따른 학습자의 주의집중 정도 변화를 검증하기 위한 것이다. 특히, 이 연구에서는 텍스트와 내레이션이 동시에 제공되는 상황에서 중복효과가 어떻게 나타나는지 확인하고자 하였다. 중복효과에 대한 선행 연구들은 과제난이도나 학습영역의 특징에 따라서 오히려 긍정적인 학습효과가 나타날 수 있고, 핵심어나 설명요약과 같은 텍스트 제시방법이 중복효과에 영향을 줄 수 있다고 하였다. 중복효과에 따른 주의집중 정도를 분석하기 위하여 시선추적 분석기법을 활용해 시선고정시간과 빈도를 측정했다. 연구대상은 4년제 국립대학에 재학 중인 대학생 27명이었다. 이들은 멀티미디어 자료가 제시되는 화면크기(모니터, 프로젝터)에 따라 두 집단으로 구분되었다. 실험에 사용된 멀티미디어 자료는 텍스트 제시방법에 따라서 세 개의 세션(텍스트 없음, 핵심어 텍스트, 설명요약 텍스트)으로 구분했다. 또한 멀티미디어 자료의 관심영역(AOI)은 APA 영역과 학습내용 영역(No text와 Text영역)으로 설정하여 시선추적 데이터를 수집하였다. 이 연구의 주요결과는 다음과 같다. 첫째, 화면 크기와 텍스트 제시방법 간 유의미한 상호작용 효과가 있었다. 텍스트가 없는 경우에는 큰 화면에서 학습내용 영역에 더 많은 주의집중을 하지만, 텍스트가 많아지면 작은 화면에서 더 높은 주의집중이 나타났다. 둘째, 사회적 상호작용이 없는 APA에 대한 주의집중 효과는 나타나지 않았으며 대신 텍스트에 대한 주의집중이 나타났다. 셋째, 핵심어 텍스트만 제시하면 이미지를 더 많이 주시하고 텍스트에 주의집중을 못하는 부정적인 중복효과가 나타났다. 그러나 설명요약 텍스트에서는 이런 효과가 나타나지 않았다. 이 연구결과를 바탕으로 내레이션과 시간적 근접성을 고려한 텍스트 설계전략을 제시하였다. The purpose of thi함 study is to examine how a learner’s level of attention can be changed based on screen size and text display methods in multimedia with an animated pedagogical agent (APA). In particular, this study focused on checking how redundancy effects would occur in a situation where the text and narration were provided simultaneously. Additionally, text display methods such as core text or explanatory summary can influence the redundancy effects. In order to measure a level of attention caused by the redundancy effects, the time and frequency of eye fixation were evaluated using the eye tracking analysis method. Twenty-seven college students were divided into two groups, separated by which type of screen (monitor or projector) they would use displaying the multimedia resource. The resource was separated into 3 sessions (no text, core text, explanatory summary text) by the text display methods. Also, eye tracking data was collected by areas of interest (AOI): APA area, learning content area (No text area vs. text area). The findings of this study were as follows: First, there was a significant interaction effect between screen size and text display methods. If there was no text, more attention was paid to the learning content area on the large screen. However, if there was more text, more attention was given on the smaller screen. Second, less attention was paid to the APA without social interaction, instead, there was more focus on the text. Third, presenting only core text resulted in negative redundancy effects, which focused more on the image and failed to focus on the text. However, the explanatory summary text didn’t show these effects. Based on these findings, there were discussions about text design strategies to consider the narration and temporal contiguity effects.

초등학생의 CSCL에서 학습용 에이전트의 조절전략 유형에 따른 협력과정의 의미연결망 분석

기수현 ( Ki Suhyun ),류지헌 ( Ryu Jeeheon ) 한국초등교육학회 2020 초등교육연구 Vol.33 No.2

The purpose of this study was to identify how the regulation of learning by an animated pedagogical agent can affect the conversation within learners in computer-supported collaborative learning for elementary students. Two regulated learning strategies were applied: 1) self-regulated learning, and 2) socially shared regulated learning strategies. For this study, 16 elementary students in the 4th grade participated. They were assigned in 4 groups with four students. The learning tasks were to collaboratively learn the concepts and discuss about global warming and climate change. Tablet PCs were given to each group, and the animated pedagogical agent was embedded to explain and facilitate the learning tasks. The pedagogical agent with the self-regulated strategy provided directive questions and helped learners to find the answers, while the other pedagogical agent fostered collaborative questions and enhanced group-reflections. The results revealed that the commonalities were found in both conditions that the animated pedagogical agent fostered the collaboration while the socially shared regulated learning condition produced flourished discussion. Moreover, the group with a shared regulation learning strategy engaged in more various keywords.

실감형 게임에서 가상캐릭터의 감정 표현이 자기효능감 및 과제수행시간에 미치는 영향

기수현 ( Suhyun Ki ),윤헌철 ( Heoncheol Yun ),류지헌 ( Jeeheon Ryu ) 한국교육정보미디어학회 2021 교육정보미디어연구 Vol.27 No.2

This study aimed to examine the effects of emotional expression of virtual characters on users' self-efficacy and task performance in the immersive game utilizing virtual reality technology. To this end, Study (1) and (2) were conducted. Study (1) was to evaluate the level of emotion perceived by participants by type of preliminary character to design the virtual characters that effectively communicates positive and negative emotions. Twenty-three participants evaluated which of the three preliminary characters was the most effective in conveying certain emotions, with the character type with a happy expression and the reserve character type with an angry expression. We conducted a study (2) with 24 participants utilizing the finalized happy and angry facial characters in Study (1). In Study (2), characters with conflicting facial expressions were presented with three exploration tasks to find a set of objects. The participants measured their self-efficacy and task performance time each time they finished one task, and experimental data applied a MANOVA with repeated measures. Data analysis showed significant differences in participants' self-regulatory efficacy and task difficulty preferences when presenting happy-faced virtual characters, and task performance time took less than character presentation conditions with angry facial expressions. These findings show that just presenting nonverbal representations, such as facial expressions of virtual characters, to users can cause the intended emotions. It was also shown that positive emotions transmitted from virtual characters can contribute to users' self-efficacy and performance. In conclusion, it is necessary to consider various emotional design factors to trigger positive emotions and emotional interactions of users in the immersive games.

의미연결망 분석을 통한 예비교사의 수업역량 인식 연구: 교직 희망 여부와 교육실습에 따른 변화

기수현 ( Ki Suhyun ),김국현 ( Kim Kukhyeon ),류지헌 ( Ryu Jeeheon ) 부산대학교 과학교육연구소 2019 교사교육연구 Vol.58 No.4

The main purpose of this study was to identify how the pre-service teachers construct differently their teaching competencies according to whether they want to be a teacher or not. Depending on their desire to be a teacher for future, their cognition on lesson experience and teaching practice could differ. Especially the teaching practice experience, as real classroom experiences, could influence most powerfully on their concept formation on teaching competency. Thus, to explore the similarities and differences helps to develop various strategies for training competent pre-service teachers. For this purpose, the transition of pre-service teachers’ perception of teaching competencies was analyzed through three chronological periods: before, during, and after their teaching practice. A total of 10 pre-service teachers participated in the interviews before, during, and after teaching training programs (teaching profession in the future: 5, no teaching profession in the future: 5). A semantic network analysis was used to investigate based on the keywords of pre-service teacher’s teaching experience and their perception of teaching competencies. As a result, after teaching practice, all the participants could expand their perception of teaching competencies. But there was a different perception on teaching competencies according to the pursuit of the teaching profession. The pre-service teacher focused on the content, student understanding, and methods of instructional delivery. On the other hand, the participants who do not want to work as a teacher in the future paid attention to the interests and interaction with students.

진로교육에서 중고등학생의 진로개발역량 개선을 위한 가상현실 기술수용의도 탐색연구

윤헌철 ( Heoncheol Yun ),기수현 ( Suhyun Ki ),류지헌 ( Jeeheon Ryu ) 한국교육공학회 2021 교육공학연구 Vol.37 No.2

Career experiences using virtual reality (VR) are recognized as a new method for improving career development competency and outcome expectation. Thus, this study aimed to explore the acceptance of VR using the technology acceptance model for designing effective VR career education programs. The survey recruited a total of 453 students in secondary school in Gwangju, South Korea, to determine career development competency, career outcome expectation, and intention to accept VR. A research model was established to examine the extent to which the career development competency and career outcome expectation of students can predict acceptance of VR through the mediating effects of perceived usefulness and ease of use of technology. The results of structural equation modeling are as follows. First, the research model indicated a good fit (RMSEA = 0.042; SRMR = 0.058; CFI = 0.957; TLI = 0.952). Second, career development competency positively predicted perceived ease of use, whereas career outcome expectation significantly influenced perceived usefulness and ease of use, which confirmed the structural relationships between variables. In addition, career development competency indirectly influenced (a) intention to use VR through perceived ease of use and (b) career outcome expectation through perceived usefulness. Third, perceived usefulness and ease of use of technology directly predicted intention to accept VR. On the basis of these results, this study confirmed the necessity for career education programs using immersive VR simulation based on positive perceptions of VR technology.

ChatGPT를 활용한 텍스트 데이터에서 키워드 추출: 수동방식과의 유사도 비교를 중심으로

임태형 ( Taehyeong Lim ),양은별 ( Eunbyul Yang ),기수현 ( Suhyun Ki ),김국현 ( Kukhyeon Kim ),정유선 ( Yuseon Jeong ),이선옥 ( Sunok Lee ),류지헌 ( Jeeheon Ryu ) 한국교육공학회 2023 교육공학연구 Vol.39 No.0

This study aimed to assess the similarity between human and ChatGPT methods in keyword extraction for text mining, focusing on short-length text data, specifically course titles in AI convergence education. A total of 442 course names from AI convergence education academic programs were previously manually analyzed and extracted in a prior study. The data included results of up to three keywords from each course name, extracted by three field experts. Utilizing the ChatGPT API, three keywords were extracted from these 442 course titles using both GPT-3.5 and GPT-4.0 models. Similarity among the manual method, GPT-3.5, and GPT-4.0 was gauged using the Jaccard Coefficient, considering coefficients greater than 0.50 indicative of similarity. In a three-way comparison, a similarity of approximately 0.69 was observed between GPT-3.5 and GPT-4.0, approximately 0.50 between the manual method and GPT-3.5, and approximately 0.48 between the manual method and GPT-4.0. Various characteristics in keyword extraction results between the manual and ChatGPT methods were reported. The significance of this study lies in revealing that, although the ChatGPT approach may not yet replace human manual methods for keyword extraction from short Korean texts, it demonstrates considerable potential.