DOI QR코드

DOI QR Code

기술수용모델을 기반으로 한 메타버스 사용의도 영향 요인 연구

A study on factors affecting intention to use metaverse based on technology acceptance model

  • 투고 : 2022.11.15
  • 심사 : 2022.12.13
  • 발행 : 2022.12.31

초록

코로나19로 인해 교육 현장에서는 비대면 수업이 정착되었다. 이에 온라인 수업, 블렌디드 러닝 등의 방법이 도입 되었으며, 학습자와 교수자, 학습자와 학습자 간 상호작용을 촉진하는 메타버스가 주목받기 시작했다. 메타버스는 비대면 방식에서 나타난 물리적 환경에서 오는 교육의 한계를 극복할 수 있어 초등교육 학습자들에게 보다 적합한 교육 방안이 될 수 있다. 메타버스를 교육 현장에 활용하기 위해서는 예비교사들의 사용의도가 중요하다. 본 연구에서는 기술수용모델에 기반하여 예비교사의 교육역량과 메타버스 사용의도 간의 구조적 관계를 분석하여, 새로운 테크놀로지에 대한 유연성, 교수효능감, 테크놀로지 내용교수지식(TPACK)의 영향 요인을 살펴보았다. 예비교사 240명을 대상으로 하였고, 최종 수집된 183명의 자료를 분석에 사용하였다. 연구 결과 예비교사의 메타버스 교육역량 중 유연성과 TPACK은 인지된 용이성을 매개하여 메타버스의 사용의도에 영향을 미치는 경로는 유의하였다. 이와 관련 논의와 예비교사들의 메타버스 사용의도에 도움을 줄 수 있는 이론적, 실천적 시사점을 제시하였다.

Metaverse have begun to attract attention because it facilitate interaction between learners and teachers in non face- to- face environment. In order to use the metaverse in the educational field such as online class, it is important that pre-service teachers intend to use it. The purpose of this study is to analyze the structural relationship between the pre-service teacher's educational competence and the intention to use the metaverse based on the technology acceptance model. The influence factors of flexibility for new technology, teacher efficacy, and TPACK were examined. It was conducted with 240 pre-service teachers, and the data of 183 pre-service teachers finally collected were used for the analysis. As a result of the study, among the metaverse educational competencies of elementary school pre-service teachers, flexibility and TPACK mediate perceived ease, and the pathways affecting metaverse use intention were significant. In this regard, theoretical and practical implications that can be helpful in the discussion and intention of using the metaverse of pre-service teachers were presented.

키워드

과제정보

이 논문은 2020년 대한민국 교육부와 한국연구재단의 지원을 받아 수행된 연구임 (NRF-2020S1A5B5A16084033)

참고문헌

  1. Lee, J. Y., Sung, E., Lee, J., Lim, K.Y., & Han, S. (2020). Challenges and tasks facing online classes during the COVID-19 pandemic. J ounal of Educational Technology, 36(3), 671-692. https://doi.org/10.17232/KSET.36.3.671
  2. Volet, S., Vauras, M., & Salonen, P. (2009). Self-and social regulation in learning contexts: An integrative perspective. Educational Psychologist, 44(4), 215-226. https://doi.org/10.1080/00461520903213584
  3. Jeon, J., & Jung, S. K. (2021). Exploring the educational applicability of Metaverse-based platforms. Journal of The Korean Association of Information Education: Conference Proceedings, 361-368.
  4. Son, J., Lee, S. & Han, J. (2022). The Effectiveness of Collaborative Learning in SW Education based on Metaverse Platform. Journal of The Korean Association of Information Education, 26(1), 11-22. https://doi.org/10.14352/jkaie.2022.26.1.11
  5. Jeon, J. C., Jung, S. K., & Jang, J. H. (2022). Analysis of learner's attitude and satisfaction through development and application of metaverse environment STEAM educational program. Journal of The Korean Association of Information Education, 26(3), 187-195 . https://doi.org/10.14352/jkaie.2022.26.3.187
  6. Suh, W. & Ahn, S. (2021). The Effect of Online Class Demonstration Education Using Smart Devices and Apps on the Actual Class Use Intention of Elementary School Pre-Teachers. Journal of The Korean Association of Information Education, 25(2), 355-365. https://doi.org/10.14352/jkaie.2021.25.2.355
  7. Suh, S. S., & Kim, S.W. (2011). Result Analysis of Training Programs for Stengthening Teacher's ICT Competency. Journal of the Korea Society of Computer and Information, 16(10), 111-120. https://doi.org/10.9708/jksci.2011.16.10.111
  8. Kim, H. J., Heo, H. O., & Kim, E. Y. (2013). ACase Study on Development of Competency-Based Curriculum : Focusing on Teacher Training Program for SMART Education. Korean Journal of Teacher Education, 29(3), 279-299. https://doi.org/10.14333/KJTE.2013.29.2.279
  9. Kim, E. H., & Byun, H. S.(2015). Developing Guidelines for Training Program to Increase Faculty E-learning Competencies. The Journal of Educational Information and Media, 21(4), 573-599.
  10. Hong, H., & Jang, S.(2021). Development of Instructional Model of Unplugged activities for Improving SW Educational Competency of Pre-service Teachers. Journal of The Korean Association of Information Education, 25(4), 641-651. https://doi.org/10.14352/jkaie.2021.25.4.641
  11. Heo, H., Lim, K. Y., Kim, H., & Lee, H., Y.(2013). Validation of the Assessment Instrument for Teacher Competency for SMART Education. The Journal of Educational Information and Media, 19(2), 151-173.
  12. Goddard, R. D., Hoy, W. K., & Hoy, A. W. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37(2), 479-507.
  13. Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248. https://doi.org/10.3102/00346543068002202
  14. Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 319-340.
  15. Venkatesh, V., & Davis, F. D. (2000). A theoretical extension of the technology acceptance model: Four longitudinal field studies. Management Science, 46(2), 186-204.
  16. Oh, J. (2021). A Study on Factors Affecting the Intention to Use the Metaverse by Applying the Extended Technology Acceptance Model (ETAM): Focused on the Virtual World. The Journal of the Korea Contents Association, 21(10), 204-216.
  17. Bagozzi, R. P., & Yi, Y. (1988). On the evaluation of structural equation models. Journal of the Academy of Marketing Science, 16(1), 74-94. https://doi.org/10.1007/BF02723327
  18. Hong, H, & Jang S. (2019). An Analysis of Educational Needs of Pre-service Teacher's Competency for Software Education. The Journal of Elementary Education, 32(3), 123-147. https://doi.org/10.29096/JEE.32.3.06
  19. Kline, R. B. (2010). Principle and practice of structural equation modeling. New York; Guilford press.
  20. Jun, J. W. (2017). Transportation Effects of Branded Entertainment Storytelling on Trust, Attitudes, and WOM Intentions. The Journal of Media Economics & Culture, 15(2), 44-76. https://doi.org/10.21328/JMEC.2017.5.15.2.44
  21. Jeong, H. (2016). A Structure Analysis of the Relationship among Adult Learners' Learning Motivation, Learning Engagement, and Course Loyalty to Mobile Based Online Courses. Journal of Lifelong Learning Society, 12(1), 117-144. https://doi.org/10.26857/JLLS.2016.02.12.1.117
  22. Ertmer, P. A., Ottenbreit-Leftwich, A. T., & Tondeur, J.(2015). Teachers' beliefs and uses of technology to support 21st-century teaching and learning. International Handbook of Research on Teacher Beliefs, 403.
  23. Day, C.(2007). Sustaining the turnaround: What capacity building means in practice. International Studies of Educational Administration, 35(3), 29-48.
  24. Kim, J. W., & Kim S.(2012). A Study on the Acceptance Intention for Smart Phone by the Innovation Diffusion Theory:Focused on Smart Phone Non-Users. The Journal of Korea Society of IT Services, 11(1), 15-37. https://doi.org/10.9716/KITS.2012.11.1.015
  25. Joo, Y., Chung, A., Choi, M., & Yi, S.(2015). A Study of Factors Influencing Intention to use Technology in Teaching Activities. Journal of The Institute of Electronics and Information Engineers, 52(3), 221-229.
  26. Kim, S., Y., Yoo., S., M., & Kim, M., R. (2011). An Analysis about Difference of Intention of the Participants of English Class using UCC Experience Group and Non-Experience Group. The Journal of Korean Teacher Education, 28(1), 313-341. https://doi.org/10.24211/TJKTE.2011.28.1.313
  27. Koehler, M., & Mishra, P.(2009). What is technological pedagogical content knowledge (TPACK)?. Contemporary issues in technology and teacher education, 9(1), 60-70.
  28. Choi, K., & Paik, S.(2020). The difference of measurement results between the questionnaire and performance assessment of Pre-service teacher's TPACK competency. Journal of the Korean Association for Science Education, 40(4), 437-449.