VR교육형 게임에 대한 학생의 몰입도가 학습효과에 미치는영향메커니즘 연구

양성광,김재웅 인문사회 21 2022 인문사회 21 Vol.13 No.6

A Study on the Impact Mechanism of Student Immersion onthe Learning Effect of Virtual Reality Educational GamesShengguang Yang & Jaewoong Kim Abstract: This study aims to improve students’ learning effect by analyzing the impact mechanism of students’ immersion in VR educational games on the learning effect. From the perspective of immersion, this study used the questionnaire method. The research object is the VR earthquake game. This research constructs the impact mechanism of student learning effect of VR educational games. This study investigates 315 students for a questionnaire. This study also tested and analyzed the model. There was a significant positive correlation between immersion and the learning effect. There were significant differences between game frequency, game experience, and immersion. There were no significant differences between gender, game preference, and immersion. Key Words: Learning Effect, Virtual Reality Educational Games, Immersion, Game Frequency, Game Preference A Study on the Impact Mechanism of Student Immersion onthe Learning Effect of Virtual Reality Educational GamesShengguang Yang & Jaewoong Kim Abstract: This study aims to improve students’ learning effect by analyzing the impact mechanism of students’ immersion in VR educational games on the learning effect. From the perspective of immersion, this study used the questionnaire method. The research object is the VR earthquake game. This research constructs the impact mechanism of student learning effect of VR educational games. This study investigates 315 students for a questionnaire. This study also tested and analyzed the model. There was a significant positive correlation between immersion and the learning effect. There were significant differences between game frequency, game experience, and immersion. There were no significant differences between gender, game preference, and immersion. Key Words: Learning Effect, Virtual Reality Educational Games, Immersion, Game Frequency, Game Preference

Mediation Effect of Motivation and Immersion for Learning in the Relation between Tutor and Learning Effectiveness of Cyber Home Learning

백현기,강정화,하태현 한국디지털정책학회 2009 디지털융복합연구 Vol.7 No.1

The main purpose of cyber home education in public sector is to promote public education and restrain expensive private education expenses. The primary purpose of this study is to explore the effects of motivation, immersion and tutor on the effectiveness of cyber home learning. The variables of motivation, immersion and tutor participation were incorporated in this study as follows: ① tutor participation was classed as a single independent variable, which has interaction and also effects passion; ② motivation and ③ immersion were classed as two mediatory variables: motivation which include relevance and confidence; and immersion which includes attention and controllability. ④ learning effect was classed as a single dependent variable of learning influence factor which has learning attitude and learning satisfaction. The results show that a tutor had a direct influence on the effects of the learners’ study but motivation and immersion had an indirect influence on the effects of learners’ study independently. Based on these findings a tutor should provide motivation and immersion with various learning methods and contents for learners to get maximum benefits from cyber home learning. The main purpose of cyber home education in public sector is to promote public education and restrain expensive private education expenses. The primary purpose of this study is to explore the effects of motivation, immersion and tutor on the effectiveness of cyber home learning. The variables of motivation, immersion and tutor participation were incorporated in this study as follows: ① tutor participation was classed as a single independent variable, which has interaction and also effects passion; ② motivation and ③ immersion were classed as two mediatory variables: motivation which include relevance and confidence; and immersion which includes attention and controllability. ④ learning effect was classed as a single dependent variable of learning influence factor which has learning attitude and learning satisfaction. The results show that a tutor had a direct influence on the effects of the learners’ study but motivation and immersion had an indirect influence on the effects of learners’ study independently. Based on these findings a tutor should provide motivation and immersion with various learning methods and contents for learners to get maximum benefits from cyber home learning.

자기결정성 동기에 따른 학습역량과 학습몰입 간의 구조적 관계

최미순(Choi, Mee-Soon),조혜영(Jo, Hye-Young) 학습자중심교과교육학회 2021 학습자중심교과교육연구 Vol.21 No.8

본 연구는 자기결정성 동기에 따른 학습역량과 학습몰입 간의 구조적 관계를 규명하는데 목적이 있다. S대학교 보건⋅스포츠 계열 재학생 228명이 연구대상이며, SPSS 20.0과 AMOS 18.0으로 분석하였다. 주요 연구결과는 첫째, 학습몰입은 학습역량과 정적 상관관계가 나타났고, 하위변인을 중심으로 학습몰입을 보면, 인지적 몰입은 자기결정성 동기의 무동기, 외적조절과 부적 상관관계, 동일시조절, 통합조절, 내재적동기와 정적 상관관계가 나타났고, 내사조절과는 통계적으로 유의미한 상관관계가 나타나지 않았다. 감성적 몰입은 자기결정성 동기의 무동기, 외적조절과 부적 상관관계, 내사조절, 동일시조절, 통합조절, 내재적동기와는 정적 상관관계가 나타났다. 행동적 몰입은 자기결정성 동기의 내사조절, 동일시조절, 통합조절, 내재적동기는 정적 상관관계, 무동기, 외적조절과는 통계적으로 유의미한 상관관계가 나타나지 않았다. 둘째, 무동기와 외적조절이 학습몰입에 영향을 주는 과정에서 학습역량이 완전 매개하며, 내사조절이 학습몰입에 영향을 주는 과정에서 학습역량의 매개효과가 나타나지 않았다. 동일시조절, 통합조절, 내재적동기가 학습몰입에 영향을 주는 과정에서 학습역량이 부분 매개하는 것으로 나타났다. 이러한 결과는 언택트 시대를 맞이하여 학습자의 능동적인 학습태도의 중요성을 다시금 확인하여 효과적인 학습 방향성을 제시하는데 기초자료로 제공한다는 점에 의의를 갖는다. This study is to identify the structural relationship between learning ability and learning immersion according to the self-determination motivation. 228 students from the health and sports departments of S University were studied and analyzed with SPSS 20. and AMOS 18.0. The main findings are as follows. First, it shows that learning immersion has a positive correlation with learning ability. In terms of variable-centered approach, cognitive immersion has negative correlations with amotivation in self-determination theory and external regulation. It has positive correlations with identified regulation, integrated regulation and intrinsic motivation, and it doesn t have a statistically significant correlation with introjected regulation. Emotional immersion shows negative correlations with amotivation in self-determination theory and external regulation. It has positive correlations with introjected regulation, identified regulation, integrated regulation and intrinsic motivation. Behavioral immersion has positive correlations with introjected regulation, identified regulation, integrated regulation and intrinsic motivation, but it doesn t show any statistically significant correlation with external regulation. Secondly, learning ability completely mediates in the process of amotivation and external regulation affect learning immersion. The mediating effect of learning ability didn t show up in the process of introjected regulation affecting learning immersion. It shows that learning ability partially mediates in the process of identified regulation, integrated regulation and intrinsic motivation affecting learning immersion. This study is meaningful that these results confirm the importance of learners active attitudes in the ‘UNTACT’ era and provide basic data for presenting effective learning directions.

대학생의 교수자율성 지지와 자기효능감, 학습몰입 및 학습역량 간의 구조적 관계

최미순(Choi, Mee-Soon),조혜영(Jo, Hye-Young) 학습자중심교과교육학회 2021 학습자중심교과교육연구 Vol.21 No.6

본 연구는 교수자율성 지지와 자기효능감, 학습몰입 및 학습역량 간의 구조적 관계를 규명하는데 목적이 있다. 이를 위해 S대학교 재학생 505명을 대상으로 연구를 진행하였고, SPSS 20.0과 AMOS 18.0으로 분석하였다. 주요 연구결과는 첫째, 교수자율성 지지를 중심으로 살펴보면, 학습역량(정보구성 능력, 자원활용 및 자아인식, 자기개선 및 사회성), 학습몰입(인지적몰입, 감성적몰입, 행동적몰입)과 자기효능감(자신감, 자기조절효능감)간 정적 상관관계가 나타난 반면, 자기효능감의 과제난이도선호는 통계적으로 유의미한 상관관계가 나타나지 않았다. 둘째, 교사자율성 지지가 학습몰입과 학습역량에 직접적인 영향을 주진 않지만, 자기효능감과 학습몰입을 매개로 간접적인 영향을 주는 것으로 나타났다. 이러한 연구결과는 자기효능감과 학습몰입이 매개요인으로서 효과성이 입증된 것으로 교사자율성 지지가 학습역량에 영향을 주는 과정에서 자기효능감과 학습몰입이 중요한 요인임을 다시금 확인시켜 주는 결과이다. 본 연구결과는 4차산업혁명시대를 대비하기 위한 역량 중심의 교육을 위해서는 자기효능감과 학습몰입을 강화시켜줄 수 있는 다양한 방안이 모색되어져야 함을 시사하는 것이다. The purpose of this study is to find out the structural relationship between teacher s autonomy support and self-efficacy, learning immersion and learning ability. For this, 505 students from S University were studied and analyzed with SPSS 20. and AMOS 18.0. The main findings are as follow. First, in terms of teacher s autonomy support, it has a positive correlation with learning ability(information ability, resource utilization, self-awareness, self-improvement and sociality), learning immersion(cognitive immersion, emotional immersion, behavioral immersion) and self-efficacy(confidence, self-regulating efficacy), but it does not show any statistically significant correlation with preference for task difficulty of self-efficacy. Second, support of teacher s autonomy does not directly affect learning immersion and learning ability, but it shows that it has an indirect effect through the medium of self-efficacy and learning Immersion. These findings confirm that self-efficacy and learning Immersion has proven to be effective as a medium, and that it is an important factor in the process of teacher s autonomy support affecting learning ability. This research suggests that for capacity-oriented education to prepare for the era of the Fourth Industrial Revolution, various methods should be established to strengthen self-efficacy and learning Immersion.

비대면 교양체육 참여 학생의 학습실재감과 학습몰입, 학습만족, 학습지속의향의 관계 분석

원유미,김은정 한국체육과학회 2024 한국체육과학회지 Vol.33 No.3

Analysis of the Relationship Between Learning Presence, Learning Immersion, Learning Satisfaction, and Learning Persistence of Students Participating in Physical Education as Liberal Education(PELE) in a Contactless Environment. The study targeted 533 university students participating in non-face-to-face general physical education classes. Correlation analysis was conducted to identify the relationships among the factors, and structural equation modeling (SEM) was employed to verify the fitness of the research model and individual hypotheses. The results indicated that social presence statistically significantly influenced intellectual engagement, behavioral engagement, and emotional engagement. The influence of social presence on intellectual, behavioral, and emotional engagement suggests overcoming challenges through immersion. Furthermore, cognitive presence was found to influence intellectual, behavioral, and emotional engagement, indicating that even in non-face-to-face online learning situations, higher-order thinking abilities and reflective interactions were manifested, allowing for immersion. Additionally, emotional presence also influenced intellectual, behavioral, and emotional engagement, suggesting that self-directed learning was possible in non-face-to-face general physical education classes, enabling immersive behavior. Analyzing the relationship between the subcomponents of immersion (intellectual, behavioral, and emotional) and learning satisfaction revealed that immersive behavior significantly influenced learning satisfaction.

중국 성인의 평생학습역량 관련 요인간의 구조적 관계

석문 양,임명희,서재복 한국아시아학회 2022 아시아연구 Vol.25 No.3

The purpose of this study is to elucidate the relationship between lifelong learning participation motivation, learning characteristics, learning immersion, and lifelong learning competency variables of Chinese adults. The subjects of this study were 568 Chinese adults, and the survey was conducted for 4 weeks from June 21 to July 17, 2021. The data collected in this study were analyzed using SPSS 25.0 and AMOS 25.0 programs. The conclusions and suggestions of this study are as follows. First, there was a positive correlation between lifelong learning participation motivation, learning characteristics, learning immersion, and lifelong learning competency variables perceived by Chinese adults. Second, lifelong learning participation motivation of Chinese adult lifelong learners had a positive effect on learning characteristics and learning immersion. As factors related to lifelong learning competency of Chinese adult lifelong learners, lifelong learning participation motivation, learning characteristics, and learning immersion are important factors. Therefore, it is necessary to raise the level of awareness of adult learners about these factors to enhance their lifelong learning capabilities. Third, in the relationship between lifelong learning participation motivation and lifelong learning competency of Chinese adult learners, learning characteristics and learning immersion showed a partial mediating effect. Therefore, in the course of lifelong learning targeting Chinese adult learners, it is necessary to enhance the learning characteristics and learning immersion of the participants to improve lifelong learning capabilities. This study will be helpful in future lifelong education research and policy development for Chinese adult lifelong learners.

학습몰입이 자기효능감과 교육만족도에 미치는 영향 : 항공관련학과 학습자 대상으로

정은주 ( Eunjoo Jung ) 관광경영학회 2021 관광경영연구 Vol.103 No.-

The purpose of this study is to analyze the effect of learning immersion on self-efficacy and educational satisfaction and examine ways to improve educational satisfaction by increasing learning immersion and self-efficacy for students in the fields of aviation, as the importance of and the need for studying learning immersion have risen in the midst of changing learning environments due to the paradigm shift in education and the outbreak of the coronavirus disease (COVID-19). This study of 232 college students in aviation-related fields was analyzed with SPSS 21.0. The main finding of this study reveals that cognitive immersion and behavioral immersion in learning immersion have a meaningful effect on self-efficacy and self-regulating efficacy. This indicates that, as the learners developed their own study plans and other cognitive strategies and actively engaged in and performed learning activities to achieve their learning goals, their such efforts influenced self-regulation ability, leading them to immerse themselves in learning. The result illustrates that learning design with learner-centered approaches and the development and use of concrete educational content based on these approaches are important for enabling college students in aviation-related fields to immerse themselves in learning in online and offline environments and increase self-efficacy and educational satisfaction.

게이미피케이션을 기반으로 한 수업이 전문대학생의 학습동기 및 학습몰입에 미치는 영향

김경미,조채영 국제문화기술진흥원 2023 The Journal of the Convergence on Culture Technolo Vol.9 No.1

The purpose of this study is to verify the effect of gamification-based classes on the learning motivation and learning immersion of junior college students and to explore the meaning. This study was conducted on 80 students from two departments as part of the teaching and learning community activities supported by the D University Teaching and Learning Development Center in Busan. The research problem of this study is, first, does gamification-based classes affect the strengthening of learning motivation of junior college students? Second, does gamification-based classes affect the learning immersion of junior college students?. As a result of conducting a survey before and after the application of gamification-based classes and examining the effectiveness, gamification-based classes showed statistically significant changes in all categories of learners' learning motivation, learning immersion. Through this, it can be seen that gamification-based classes are valuable as teaching and learning methods suitable for improving the learning motivation and learning immersion of junior college students. 본 연구의 목적은 게이미피케이션(gamification)을 기반으로 한 수업이 전문대학생의 학습동기 및 학습몰입에 미치는 효과를 검증하고 의미를 탐색하는 것이다. 본 연구는 부산광역시 D대학교 교수학습개발센터가 지원한 교수학습공동체 활동의 일환으로 2개 학과, 80명의 학생을 대상으로 진행되었다. 본 연구의 연구문제는 첫째, 게이미피케이션 기반의 수업은 전문대학생의 학습동기 강화에 영향을 미치는가? 둘째, 게이미피케이션 기반의 수업은 전문대학생의 학습몰입에 영향을 미치는가?이다. 게이미피케이션 기반 수업의 적용 전·후 설문조사를 실시하여 효과성을 살펴본 결과 게이미피케이션 기반 수업은 학습자의 학습동기와 학습몰입 모든 항목에서 통계적으로 유의미한 변화를 나타내었다. 이를 통하여 게이미피케이션 기반 수업은 전문대학생의 학습동기 및 학습몰입 향상에 적합한 교수학습법으로 적용 가치가 있다는 것을 알 수 있다.

성인 학습자의 평생학습 상담 수준이 평생학습 참여성과에 미치는 영향 학습몰입과 학습만족도 매개효과

김윤아(Yoon A Kim),이복희(Bok Hee Lee) 한국평생교육HRD학회 2022 평생교육 인적자원개발연구 Vol.1 No.1

본 연구는 성인 학습자의 평생학습 상담 수준이 학습몰입, 학습만족도, 평생학습 참여 성과에 어떻게 직·간접적인 영향을 미치는지를 검증하는 것을 목적으로 한다. 이를 위해 비형식 평생교육기관에서 평생학습 프로그램에 참여 중인 성인 학습자 550명을 대상으로 SPSS 21.0과 AMOS 22.0 프로그램을 사용하여 연구를 진행하였다. 연구결과 첫째, 성인 학습자의 평생학습 상담 수준이 학습몰입에 직접 영향을 미치는 것을 확인하였다. 둘째, 성인 학습자의 평생학습상담 수준이 학습만족도에 직접 영향을 미치는 것을 확인하였다. 셋째, 학습몰입이 평생학습 참여 성과에 직접 영향을 미치는 것을 확인하였고 학습만족도가 평생학습 참여 성과에 직접 영향을 미치는 것을 확인하였다. 넷째, 성인 학습자의 평생학습 상담 수준이 평생학습 참여 성과에 직접 영향은 없었지만, 학습몰입, 학습만족도를 매개로 간접 영향을 미치는 것으로 나타났다. 본 연구는 성인 학습자의 평생학습 상담 수준을 높이는 것이 성인 학습자의 학습몰입과 학습만족도는 물론 평생학습 참여 성과를 향상할 방법임을 검증하고 성인 학습자의 평생학습 상담과 관련 변인에 관한 후속 연구의 토대를 마련하는 데 그 의의가 있다. The purpose of this study is to verify how the level of lifelong learning counseling ofadult learners directly or indirectly affects learning immersion, learning satisfaction, and lifelong learning participation performance. For this purpose, a study was conducted using SPSS 21.0 and AMOS 22.0 programs for 550 adult learners participating in lifelong learning programs at non-formal lifelong educational institutions. Research Results First, first, it was confirmed that the level of lifelong learning counseling of adult learners directly affects learning immersion. Second, it was confirmed that the level of lifelong learning counseling of adult learners directly affects learning satisfaction. Third, it was confirmed that learning immersion directly affects lifelong learning participation performance, and learning satisfaction directly affects lifelong learning participation performance. Fourth, although the level of lifelong learning counseling of adult learners did not directly affect the lifelong learning participation performance, it was found to have an indirect effect through learning immersion and learning satisfaction as a medium. This study verifies that raising adult learners' lifelong learning counseling level is a way to improve adult learners' learning immersion and learning satisfaction, as well as lifelong learning participation performance, and is a follow-up study on adult learners' lifelong learning counseling and related variables. It is meaningful in laying the foundation.

관리자의 코칭 리더십이 조직구성원의 자기주도학습과 학습몰입에 미치는 영향에 관한 연구

김문준 ( Moon-jun Kim ),김수희 ( Su Hee Kim ),김용이 ( Yong-i Kim ) KNU기업경영연구소 2021 기업경영리뷰 Vol.12 No.3

This study tried to confirm the relationship between the factors that the coaching leadership of managers (leaders) perceived by organizational members of a company on the self-directed learning and learning immer-sion of organizational members and the effect of self-directed learning on learning immersion. To this end, the research hypothesis established by using the statistical programs SPSS 21.0 for Windows and AMOS 21.0 for the final diagnosis results of 289 patients was verified as follows. First, Hypothesis 1, coaching leadership, was adopted as it showed a positive (+) effect on learning immer-sion. In other words, as coaching leadership improved, organizational members’ learning improved, and orga-nizational members were required to improve their job performance capabilities through learning immersion. In addition, the need to effectively and systematically reinforce the coaching leadership of managers (leaders) has emerged in order to advance the achievement of the organization’s management goals. Second, as a result of analyzing the relationship between coaching leadership and self-directed learning, which is hypothesis 2, it was found to be statistically significant. In other words, it was shown that the more systematic the coaching leadership of managers (leaders) was implemented, the better the executive ability of organizational members for self-directed learning. Third, it was confirmed that it had a positive effect on Hypothesis 3 between self-directed learning and learn-ing immersion. In other words, in order to improve the learning immersion of organizational members, the ne-cessity of setting learning goals to be achieved by themselves and improving independent self-directed learning was emphasized.