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영유아교사의 성장마인드셋과 정서적 조직몰입 관계에서 행복플로리시의 다중매개효과
연주옥(Juok Yeon),탁정화(Jeonghwa Tak) 한국영유아교육실천학회 2023 영유아교육실천연구 Vol.1 No.2
본 연구는 영유아교사의 성장마인드셋과 정서적 조직몰입 관계에서 행복플로리시의 다중매개효과를 검증하는데 목적을 두고 있다. 연구대상은 충청북도에 위치한 유아교육기관에 근무하고 있는 영유아교사 225명이다. 영유아교사의 성장마인드셋과 정서적 조직몰입의 관계에서 행복플로리시의 다중매개효과를 검증하기 위하여 SPSS Statistics 24.0 프로그램을 사용하였다. 연구결과에 따르면 영유아교사의 성장마인드셋, 정서적 조직몰입, 행복플로리시는 유의미한 수준에서 정적 상관이 있는 것으로 나타났다. 영유아교사의 성장마인드셋과 조직몰입과의 관계에서 행복플로리시의 다중매개효과를 살펴보면, 영유아교사의 성장마인드셋과 조직몰입과의 관계에서 성취는 유의미한 수준에서 매개변인으로 역할을 하였지만, 긍정적 정서, 몰입, 관계, 의미는 유의미한 수준에서 매개변인으로 역할을 하지 않는 것으로 나타났다. The aim of this study was to investigate the multiple mediating effects of flourishing in the connection between early childhood teachers’ growth mindset and emotional organizational commitment. The study included 225 early childhood teachers employed in institutions located in Chungcheongbuk-do. The SPSS Statistics 24.0 program was employed to validate the multiple mediating effect of flourishing in the relationship between early childhood teachers’ growth mindset and emotional organizational commitment. Correlation and multiple mediating effects were analyzed using Model 4 of the SPSS Process macro. Positive correlations were observed among early childhood teachers’ growth mindset, emotional organizational commitment, and flourishing. The sub-factors of flourishing displayed positive correlations with both growth mindset and emotional organizational commitment. Regarding the multiple mediating effect of flourishing on the relationship between early childhood teachers’ growth mindset and organizational commitment, achievement was found to play a significant role as a mediating variable. However, positive emotion, commitment, relationship, and meaning did not exhibit a significant mediating role.
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메타버스 학습환경에서 동료아바타 상호작용과 스크린의 시야각이 가상실재감 및 정서적 학습경험에 미치는 영향
임태형,탁연주,류지헌 한국교육방법학회 2022 교육방법연구 Vol.34 No.4
The purpose of this study is to investigate the interaction of avatars in the metaverse space and the effect of immersive screens on learners' virtual reality and emotional state. Social interaction by avatars can directly affect the use experience of the learning environment. In other words, if it is a learning environment to which social interaction is applied, the level of perception or emotional intervention in a metaverse-based virtual space may vary. In addition, it was intended to confirm how much deeper learners interact by making the level of immersion in the spatial structure to implement the metaverse high. Whether the independent variable in this study interacts with fellow avatars (yes vs. None) and tried to measure what changes occur according to the level of immersion of the screen as variables in the group. The dependent variables of this study were virtual reality and emotional analysis. Virtual reality refers to the user's level of perception of virtual space, and here, 1) spatial reality, 2) immersion, and 3) reality sub-gain were measured. In addition, the emotional analysis attempted to analyze the difference between 1) emotional participation and 2) emotional participation. A total of 42 subjects participated in the study, and the distinction between the experimental group and the control group was randomly made. Among the independent variables, the interaction with fellow avatars was set as a factor between subjects, and the immersive screen level was set as an in-subject factor to perform a two-way multivariate analysis according to repetitive treatment. According to the results of the study, it was found that the provision of social interaction did not directly affect the learner's virtual reality. However, it was found that emotional participation or emotional value had a positive effect.
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AI 스피커에 적용된 아바타와 사용자의 성일치 여부와 아바타 구현의 사실성 수준이 사용의도 및 친밀감에 미치는 영향
양은별(Eunbyul Yang),탁연주(Yeonju Tak),류지헌(Jeeheon Ryu) 한국디지털콘텐츠학회 2021 한국디지털콘텐츠학회논문지 Vol.22 No.12
This study was examined the effects of gender identification and the reality of avatars on the intimacy and intention to use an artificial intelligence speaker. The Wizard of Oz method was implemented with the prerecorded voice of the AI speaker with the avatar. Forty college students (20 males and females, respectively) participated in the experiment. We applied ZOOM for the experiment, and the participants watched videos of all four avatar conditions. The independent variable is gender identification, and the reality of avatars is repeatedly measured, and the dependent variables are intimacy and intention to use. The study results showed significant differences in intimacy when a female user had the same gender avatar. However, there was no significant difference in intention of use.
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