Journal of the Korea Academia-Industrial cooperation Society (한국산학기술학회논문지)

The Korea Academia-Industrial cooperation Society (한국산학기술학회)
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Effect of text and image presenting method on Chinese college students' learning flow, learning satisfaction and learning outcome in video learning environment

중국대학생 동영상 학습에서 텍스트 제시방식과 이미지 제시방식이 학습몰입, 학습만족, 학업성취에 미치는 효과

  • 장정 (형태대학교 교육학과) ;
  • 제혜금 (전주대학교 경영학과) ;
  • 김보경 (전주대학교 교육학과)
  • Received : 2020.10.21
  • Accepted : 2021.01.08
  • Published : 2021.01.31
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Abstract

This study analyzes the effects of text and image presenting methods in video lectures on students' learning flow, learning satisfaction and learning outcomes. The text presenting methods include forming short sentences of 2 or 3 words or using key words, while image presenting methods include images featuring both detailed and related information as well as images containing only related information. 167 first year students from Xingtai University were selected as experimental participants. Groups of participants were randomly assigned to engage in four types of video. The research results are as follows. First, it was found that learning flow, learning satisfaction and learning outcomes of group presented with video forms of short sentences had higher statistical significance compared to the group experiencing the key word method. Second, learning flow, learning satisfaction and learning outcomes of group presented with video forms of only related information had higher statistical significance compared to the group experiencing the presenting method of both detailed and related information. That is, the mean values of dependent variables for groups of short form text and only related information were highest. In contrast, the mean values of dependent variables for groups of key words and both detailed and related information were the lowest.

본 연구는 동영상 학습에서 텍스트와 이미지 제시방식이 학습자의 학습몰입, 학습만족, 학업성취에 미치는 차이를 분석하였다. 이때 텍스트 제시방식은 2~3단어로 구성된 짧은 문장형태와 키워드형태로 구분하였고, 이미지 제시방식은 상세정보와 관계정보를 모두 표현하는 이미지와 관계정보만을 표현하는 이미지로 구분하였다. 실험연구를 위해 중국 형태대학교 1학년 167명을 텍스트와 이미지 제시방식에 따른 4가지 유형의 동영상 집단에 무선배정한 후 학습하게 하였다. 분석하기 위해 SPSS 25.0을 사용하여 다변량분산분석(MANOVA)을 실시하였다. 연구결과, 짧은 문장형태로 텍스트가 제시된 동영상을 학습한 집단이 키워드 형태의 텍스트가 제시된 동영상을 학습한 집단보다 학습몰입, 학습만족, 학업성취가 통계적으로 유의하게 높았다. 둘째, 상세정보와 관계정보를 모두 표현하는 이미지가 제시된 동영상을 학습한 집단이 관계정보만 표현하는 이미지가 제시된 동영상을 학습한 집단보다 학습몰입, 학습만족, 학업성취가 통계적으로 유의하게 높았다. 짧은 문장형태의 텍스트와 관계정보만 표현한 이미지가 제시된 동영상을 학습한 집단의 종속변인 평균이 가장 높았다. 반면에, 키워드 형태의 텍스트와 관계정보만 표현한 이미지가 제시된 동영상을 학습한 집단의 종속변인 평균이 가장 낮았다. 이러한 결과는 교수자 내레이션이 포함된 동영상을 설계할 때 이미지와 텍스트의 제시할 때 시사점을 준다.

Keywords

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