과업지향정도 및 선호하는 화면크기가 비디오 피드백 기능 선호도에 미치는 영향: 사회불안의 조절된 매개효과 검증

백수진,한광희 한국감성과학회 2022 감성과학 Vol.25 No.3

화상회의 시스템 사용자 증가 및 기술 발전으로 인해, 화상회의 사용맥락과 화상회의 인터페이스 레이아웃이 다양 해졌다. 사회불안은 화상회의 소통상황에도 영향을 주는데, 대면소통과 구별되는 요소인 비디오 피드백과 밀접한 관 련성이 있는 것으로 나타났다. 비디오 피드백은 상대방에게 보이는 본인의 모습을 화상회의 시스템 인터페이스에 표시해주는 기능이다. 비디오 피드백은 업무 성과를 저해하고 피로감을 유발하는 것으로 알려졌으나, 화상회의 시스 템에서 기본 기능으로 설정되어 있고 사용자들에게 보편적으로 선호된다. 본 연구는 과업지향정도, 비디오 피드백 화면크기, 사회불안이 비디오 피드백 선호도에 미치는 영향을 보기 위해 실시되었다. 연구는 온라인 설문으로 진행 되었고, 설문 참가자는 화상회의 중 과업지향정도, 사회불안수준, 선호하는 비디오 피드백 화면크기, 비디오 피드백 기능 선호도를 평가하는 문항에 응답하였다. 연구 결과, 비디오 피드백 화면크기는 과업지향정도와 비디오 피드백 선호도를 매개하는 것으로 나타났다. 구체적으로 과업지향정도가 높을수록 작은 비디오 피드백 화면크기를 선호하였 고, 이는 비디오 피드백 선호도 감소로 이어졌다. 한편, 사회불안수준에 따른 비디오 피드백 화면크기의 매개효과 차이는 유의미하지 않았다. 이러한 결과는 사용자와 화상회의 시스템의 상호작용에 대한 이해에 도움을 주어 화상회 의 시스템 디자인에 활용될 수 있는 정보를 제공한다. With the increase of video conferencing users and the development of technology, the situations where video conferencing is used and the layout of video conferencing interfaces are diversifying. Social anxiety affects video conferencing communication and is closely related to the self-view function, which is characteristic of video conferencing. The self-view function is part of the video conferencing interface that provides a small preview of one’s own camera feed. Self-view is known to degrade work performance and cause fatigue; however, it is set as the default function on video conferencing software in a way that users generally prefer. This study used an online survey to study the effect of task orientation, preferred self-view size, and social anxiety on video feedback preference. Participants responded to questions assessing work orientation, social anxiety level, preferred self-view size, and self-view preference. The results showed that preferred self-view size mediates task orientation and video feedback preference. There was no significant difference in the mediating effect of the preferred self-view size according to the degree of social anxiety. These results offer insights into the interactions between users and video conferencing software and provide information that can be useful for designing video conferencing interfaces.

Students` Evaluation of the Effect of Video Conferencing on Promoting Speaking Fluency

( Sook Kyung Jung ) 한국멀티미디어언어교육학회 2009 Multimedia Assisted Language Learning Vol.12 No.2

This paper presents the results of the study on how students evaluate video conferencing as a language learning tool. Keeping up with the current trend of learning English through Computer Mediated Communication (CMC), the researcher investigated how students evaluated the effect of a video conferencing tool on promoting speaking fluency. A total of 138 cyber students participated in the study which employed student surveys, telephone interviews, and document analysis. The research results showed that an overwhelming number of students thought that video conferencing could be an alternative to face-to-face interaction with native English speakers, by referencing "no restrictions on time and space," "utilizing text-chat function," and "involving less psychological anxiety" as major advantages of video conferencing. Students also favored video conferencing over audio conferencing since it allows students to utilize paralanguage such as gestures or facial expressions. The research results indicate that online video conferencing will be an effective tool to promote English learners` speaking fluency in Korea, especially by compensating for the lack of native English teachers` input in the Korean educational system.

Students’ evaluation of the effect of video conferencing on promoting speaking fluency

정숙경 한국멀티미디어언어교육학회 2009 멀티미디어 언어교육 Vol.12 No.2

This paper presents the results of the study on how students evaluate video conferencing as a language learning tool. Keeping up with the current trend of learning English through Computer Mediated Communication (CMC), the researcher investigated how students evaluated the effect of a video conferencing tool on promoting speaking fluency. A total of 138 cyber students participated in the study which employed student surveys, telephone interviews, and document analysis. The research results showed that an overwhelming number of students thought that video conferencing could be an alternative to face-to-face interaction with native English speakers, by referencing “no restrictions on time and space,” “utilizing text-chat function,” and “involving less psychological anxiety” as major advantages of video conferencing. Students also favored video conferencing over audio conferencing since it allows students to utilize paralanguage such as gestures or facial expressions. The research results indicate that online video conferencing will be an effective tool to promote English learners’ speaking fluency in Korea, especially by compensating for the lack of native English teachers’ input in the Korean educational system.

농·어촌 및 도서지역 원격 화상 수업이 영어 학습 동기와 태도에 미치는 영향

이예지,김태영 한국영어학회 2019 영어학 Vol.19 No.1

This study examines English-learning motivation and attitudes toward video-conferencing of elementary school students in rural and island areas of Jeollanam-do Province. Grade 3 elementary school students are the subjects of our study. The participants were divided into three conditions: video-conferencing, face-to-face, and hybrid (i.e., video-conferencing plus face-to-face) groups. To identify learner’s motivation, we used the L2 Motivational Self System and Self-Determination Theory. Attitudes included both attitudes toward English learning and attitudes toward foreigners. The results showed that video-conferencing education made students improve their English-learning motivation and attitudes. Except for the ideal L2 self, intrinsic motivation, and positive attitudes toward foreigners, video-conferencing education did not have a difference compared with face-to-face class. Such results indicate that in general the video-conferencing education is as effective as the conventional face-to-face education and can be used for an alternative learning tool for students lacking the opportunity to study with native English speaking teachers in rural and island areas.

전라남도 도서지역 원격화상 영어교육의 초등학생 영어능력 및 학습에 미치는 영향

문상옥 ( Sang Ok Moon ),김봉규 ( Bong Gyu Kim ) 21세기영어영문학회 2015 영어영문학21 Vol.28 No.2

The purpose of this study is to find out how video-conferencing in English language education has an impact on primary school students in remote Jeonnam island areas, where there has been a lack of human and pedagogical resources compared to other areas of Korea. This research has two specific aims. The first is to explore the use of video-conferencing in English language teaching on the effect of language performance and the satisfaction of primary school students. Next, this study discusses the problems of video-conferencing in English language teaching in remote Jeonnam island areas as categorized and illustrated in terms of both students`` and teachers`` point of views. 53 primary students from Jeonnam island areas participated in this study over a eight-week research period. Video-conferencing in English language education conducted in 6 primary schools in island areas is limited because of outdated facilities, weak classroom management, lack of cooperation of teachers, and insufficient communication among participations. The study shows that students showed a positive attitude and self-efficacy in video-conferencing in English language education. To tackle the problems, this study suggests smart cyber video-conferencing in English Language Education which provides cutting edge technology for future video-conferencing in language education.

글로벌 공학교육의 원격화상강의에 대한 학습자 만족도 분석

임철일(Cheolil Lim),김혜경(Hyekyung Kim),김동호(Dongho Kim) 한국공학교육학회 2012 공학교육연구 Vol.15 No.4

The purpose of this study is to analyze the learners satisfactions of the video conferencing for global engineering education and provide the implications for effective video conferencing. This study analyzed the learners satisfactions on their participation in the video conferencing. We conducted a questionnaire survey with 132 subjects who studied in the video conferencing universities, and performed interviews with 27 learners. The results include learners wanted to have more practical themes to satisfy their interests; faculty roles among domestic professors and abroad professors should be specified: distance learners should be guided to have diverse interactions among themselves. The implications are explored for the future study and video conferencing practices.

네트워크 카메라를 이용한 다자간 화상회의시스템 개발에 대한 연구

이강석(Kang-Seok Lee),염창선(Chang-Sun Yum) 한국정보기술학회 2010 한국정보기술학회논문지 Vol.8 No.12

Existing messenger-based video conferencing systems use cameras that are built-in to the user’s PC. These PC cameras record analog video and transmit the images to user’s PC through serial port. The images are converted into digital format and compressed in the PC. Therefore this type of video conferencing system has a limitation-only being able to provide SD(Standard Definition) quality. To overcome this limitation, our research presents the new structure of multilateral video conferencing systems using CPU-integrated network cameras instead of PC cameras. The CPU-integrated network cameras reduce processing loads of user’s PC and support video-conference in HD(High Definition)-quality. In order to develop the suggested video conferencing system, our research designs system composition, conference procedure, sequence diagram, key program, and graphical user interfaces.

화상교실을 활용한 공동교육과정 운영모델 개발 연구

김혜경 ( Hyekyung Kim ) 한국교육공학회 2020 교육공학연구 Vol.36 No.4

본 연구는 도서 벽지·농어촌 지역의 소규모학교들이 화상교실 시스템을 활용하여 공동교육과정을 효과적으로 운영하기 위하여 모델을 도출하기 위하여 수행되었다. 연구방법은 문헌연구를 통해 공동교육과정 운영모델 프로토타입을 도출하였고, 현장교사 인터뷰, 전문가협의회, 현장전문가 타당화를 통해 최종 모델을 도출하고 타당성을 검증하였다. 연구결과, 화상교실을 활용한 공동교육과정 운영모델은 공동교육과정 운영과 공동화상수업 운영의 두 가지 차원으로 도출되었다. 첫째, 공동교육과정 운영 활동은 협력요구분석, 공동교육과정 설계, 공동교육과정 개발, 공동교육과정 운영, 공동교육과정 평가의 5단계 10개 세부 운영 활동으로 도출되었다. 둘째, 공동화상수업 운영 차원은 공동화상수업 환경분석, 공동화상수업 설계, 공동화상수업 개발, 공동화상수업 운영, 공동화상수업 평가의 5단계 11개 세부 운영 활동으로 도출되었다. 본 연구의 운영모델에 대한 전문가 타당성 검증 결과, 전체 모델에 대한 타당성은 4.1점(N=3), 세부 운영활동에 대한 타당성은 4.8점(N=3)으로 나타났다. 최종적으로 현장전문가들에게 공동교육과정 운영모델에 대한 오리엔테이션을 실시한 후, 모델 타당성을 검증한 결과 4.5점(N=12)로 높게 나타났다. 요컨대, 화상교실을 활용한 공동교육과정 운영모델은 소규모 학교의 교육활동의 제한, 교육기회의 불평등을 해소할 수 있는 모델로서, 농어촌 지역의 소규모 학교간 협력을 통해 서로 다른 학교 간, 교수자 간, 학습자 집단 간이 서로 소통하고 협력하여 새로운 학습경험을 확장할 수 있는 교육모델로서 활용될 수 있을 것으로 기대된다. This study was conducted to derive a model in order for small schools in remote islands and rural areas to effectively implement the co-curriculum using the classroom for video conferencing system. As for the research method, a prototype of a co-curriculum implementation model was derived through literature review, and a final model was derived and validity verified through field teacher interviews, educational technology experts review, and field experts validation. As a result of the study, the co-curriculum implementation model using classrooms for video conferencing was derived into two dimensions: co-curriculum implementation activities and co-class implementation activities. First, the dimension of co-curriculum was explored as 10 specific activities in five stages: analysis of cooperate demand, co-curriculum design, development, implementation, and evaluation. Second, the dimensions of co-class were derived from 11 activities in five stages: environment analysis, design, development implementation, and evaluation of co-class using viedeo conferencing. As a result of verifying the validity of the experts on the implementation model of this study, the validity of the entire model was 4.1 points (N=3), and the validity of the detailed implementation activities was 4.8 points (N=3). Finally, after orientation to field experts about this model, the model validity was verified, and the result was 4.5 points (N=12). In short, the co-curriculum implementation model using classroom for video conferencing is a model that can solve the limitations of educational activities and inequalities in educational opportunities in small schools. It is expected that it can be used as an educational model to expand new learning experiences through communication and implementation among learner groups.

강화학습을 사용한 영상회의 시뮬레이션 환경 구현 및 분석

유상우,홍원기,김정헌,정의동 한국통신학회 2023 KNOM Review Vol.26 No.1

Reinforcement learning is used to solve various real world problems. However, it is often essential to test and apply in a simulation environment first because of time or resource issues or the impact it may have on the actual system. If the simulation environment is implemented similarly to the real environment, it has the advantage of being able to easily perform necessary processes such as hyperparameter tuning and optimization. Therefore, in this paper, we implement a video conferencing simulation environment for fast optimization and tuning when reinforcement learning is used in video conferencing. First, we develop a traffic predictor to imitate video conferencing traffic, and use this to develop a video conferencing simulation environment that does not communicate with actual video conferencing. We also evaluated and analyzed how much performance the simulation environment shows compared to the real environment in terms of throughput, delay, loss rate, jitter, and training speed. 강화학습은 다양한 현실 세계의 문제를 해결하기 위해 사용된다. 하지만 시간 혹은 자원 이슈, 실제 시스템에 줄 수 있는 영향 때문에 시뮬레이션 환경에서 먼저 테스트를 수행한 후 적용하는 것이 필요하다. 만약 시뮬레이션 환경이 실제 환경과 유사하게 구현된다면 하이퍼파라미터 튜닝, 최적화와 같은 필수적인 과정들을 쉽게 수행할 수 있다는 장점이 있다. 따라서 본 논문에서는 영상회의에서 강화학습을 사용할 때 빠른 최적화와 튜닝을 위한 영상회의 시뮬레이션 환경을 구현한다. 이를 위해 영상회의 트래픽을 모방하기 위한 트래픽 예측기를 개발하고, 이를 영상회의 시뮬레이션에 사용하여 실제 영상회의와 통신하지 않아도 네트워크 데이터를 얻을 수 있도록 한다. 구현한 시뮬레이션 환경은 처리량, 지연 시간, 손실률, 지터, 훈련 속도 면에서 실제 환경과 비교하며, 이에 대한 분석 및 한계점, 향후 연구를 제시한다.

초ㆍ중등교사와 학생의 교실수업형 원어민 화상영어교육에 대한 인식

문인실(Moon, In-sil),오마리아(Oh, Maria) 한국초등영어교육학회 2012 초등영어교육 Vol.18 No.3

The purpose of this research is to scrutinize teachers’ and students’ perceptions of video-conferencing English teaching/learning. The study subjects were 77 students from three primary schools and three middle schools along with 28 teachers from Southwestern provincial areas. The data sources utilized include: pre and post questionnaires, post written reports and on-site journals regarding students’ confidence, motivation and interest in English learning; and post questionnaires regarding students’ perceptions of English listening, speaking, reading and writing skills improvements; post questionnaires and post interviews regarding teachers’ perceptions of teacher roles and difficulties to implement video-conferencing English teaching. Following study results emerged: 1) The students perceived that their confidence, motivation and interest in English learning were improved; 2) The students perceived also that their listening and speaking skills were improved but reading and writing skills were not; 3) the teachers perceived that Korean teachers needed to contribute more at video-conferencing English classes and that English native speaking teacher teaching qualification varied a lot and caused troubles; 4) The teachers also perceived that video-conferencing English curriculum did not meet students’ needs so it needed to be modified, and that student selection guidelines needed to be clarified to implement proficiency-based teaching. Some suggestions are proposed based on the study findings and limitations to make video-conferencing English teaching more fruitful.