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Effect of Expectancy-Value and Self-Efficacy on the Satisfaction with Metaverse Learning

메타버스를 활용한 교육에 대한 학습자의 기대 - 가치와 자기효능감이 교육 만족도에 미치는 영향

  • Shin, Ji-Hee (Educational Innovation Institute, Kwangwoon University) ;
  • Chung, Dong-Hun (School of Media & Communication, Kwangwoon University)
  • Received : 2022.11.04
  • Accepted : 2022.11.24
  • Published : 2022.12.31
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Abstract

In order to evaluate the usefulness of metaverse learning from the learner's point of view, this study 1) evaluated whether the expectancy-value of the class was satisfied before and after the learner used the metaverse learning platform and 2) verified factors affecting metaverse learning satisfaction with regard to the self-efficacy and expectancy-value of learners. Expectancy-value was evaluated by the learning effect, communication, class involvement, and learning attitude, whereas self-efficacy was evaluated by preference for task difficulty, self-regulation efficacy, and self-confidence. As a result of a study targeting 70 college students who applied for a few courses using the metaverse platform at a university in the northeastern part of Seoul, learners were found to have high expectations and values for learning before using the metaverse platform, but both were not statistically satisfied after use. In addition, the higher the self-efficacy of the learner, the higher the satisfaction with the metaverse learning, and statistically significant results were found in the task-difficulty preference and self-regulatory efficacy among the sub-factors of self-efficacy. There is a negative causal relationship between expectancy-value factors and satisfaction with metaverse learning. This study implies that it is a learner-centered evaluation of metaverse learning, revealing the expectancy-value effect and factors influencing the satisfaction with metaverse learning.

본 연구는 학습자 관점에서 메타버스를 활용한 교육 효과를 알아보기 위해 1) 메타버스 교육플랫폼을 사용하기 전후 수업에 대한 기대와 가치가 충족되었는지를 평가하고, 2) 메타버스 기반의 교육 만족도에 영향을 미치는 요인을 자기효능감과 기대-가치 변인을 통해 검증하고자 했다. 이를 위해 기대-가치는 학습효과와 소통, 수업관여도, 그리고 학습 태도로 평가했고, 자기효능감은 과제난이도 선호, 자기조절 효능감, 그리고 자신감으로 살펴보았다. 서울시 동북부의 한 대학교에서 메타버스 교육플랫폼을 활용한 교과목을 신청한 대학생 70명을 대상으로 한 연구 결과, 학습자는 메타버스를 사용하기 전에 메타버스 활용 교육에 대한 기대와 가치 평가가 높았으나, 이용 후 모든 것이 충족되지 않은 것으로 나타났다. 교육 만족도 평가 결과, 기대-가치 평가항목은 메타버스 교육 만족도에 부정적인 영향을 미쳤지만, 학습자의 자기효능감이 높을수록 만족도가 높게 나타나는 경향성이 일부 나타났는데, 자기효능감의 하위요소 중 과제난이도 선호와 자기조절 효능감이 통계적으로 유의미한 것으로 나타났다. 이 연구는 메타버스를 활용한 교육이 이제 막 시작하는 상황에서 학습자 중심의 메타버스 기반 교육 평가라는 점에서 의미가 있다.

Keywords

Acknowledgement

This journal was supported by the NRF(National Research Foundation of Korea) Grant funded by the MOE(Ministry of Education)(NRF-2022-2022S1A8A1095111) This work was supported by the Ministry of Education of the Republic of Korea and the National Research Foundation of Korea(NRF-2021S1A5A2A01062901)

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