The Journal of the Convergence on Culture Technology (문화기술의 융합)

The International Promotion Agency of Culture Technology (국제문화기술진흥원)
권호 표지
DOI QR코드

DOI QR Code

The Effects of Gamification E-Learning Classes Based on Self-Determination Theory on University Students' Class Participation, Learning Immersion, Teaching Presence

자기결정성 이론에 기반한 게이미피케이션 이러닝 수업이 대학생의 수업참여도, 학습몰입도, 교수실재감에 미치는 효과

  • 허명 (광주대학교 작업치료학과) ;
  • 진상우 (광주대성초등학교)
  • Received : 2023.10.03
  • Accepted : 2023.11.05
  • Published : 2023.11.30
Download PDF
⟨ Previous Next ⟩

Abstract

This study is a descriptive survey to develop a gamification e-learning class based on self-determination theory and to check its effectiveness. The data collection period was from March 1 to June 15, 2023, and 59 students at G University in G Metropolitan City were surveyed on class participation, learning immersion, and teaching presence before and after the course. IBM SPSS/Win 26.0 was used to analyze the collected data, and descriptive statistics, analysis of variance (ANOVA), and analysis of covariance (ANCOVA) were conducted. The results showed that the self-determination-based gamification class significantly improved students' class participation, learning engagement, and teaching presence (p<.05). An analysis of covariance (ANCOVA) was conducted to determine whether the general characteristics of the participants affected the results of the post-test, and gender affected the post-test results of learning engagement, with an effect of 7.9%. Based on the results of this study, it can be seen that self-determination-based gamification e-learning class is effective in improving learners' class participation, learning engagement, and teaching presence. As the demand for e-learning in universities is expanding, self-determination-based gamification e-learning classes should be developed in various fields of liberal arts and majors.

이 연구는 자기결정성이론에 기반한 게이미피케이션 이러닝 수업을 개발하고 그 효과를 확인하기 위한 서술적 조사연구이다. 자료수집 기간은 2023년 3월 1일부터 6월 15일까지 G광역시 G대학교 학생 59명을 대상으로 강좌 전후 수업참여도, 학습몰입도, 교수실재감을 조사하였다. 수집된 자료의 분석은 IBM SPSS/Win 26.0을 이용하였으며 서술통계, 분산분석(ANOVA), 공분산분석(ANCOVA)을 실시하였다. 연구결과 자기결정성 기반 게이미피케이션 수업은 수업에 참여한 학생들의 수업참여도, 학습몰입도, 교수실재감을 유의하게 향상시켰다(p<.05). 연구대상자의 일반적인 특성이 사후 검사의 결과에 영향을 미쳤는지 알아보기 위해 공분산분석(ANCOVA) 실시한 결과, 성별이 학습몰입도의 사후 검사 결과에 영향을 미쳤으며, 그 영향력은 7.9%였다. 이 연구결과를 바탕으로 자기결정성 기반 게이미피케이션 이러닝수업이 학습자의 수업참여도, 학습몰입도, 교수실재감에 효과적임을 알 수 있었다. 대학에서 이러닝의요구가 확대되고 있으므로 자기결정성 기반 게이미피케이션 이러닝 수업이 교양 및 전공영역에서 다양하게 개발되어야 할 것이다.

Keywords

Acknowledgement

이 논문은 2023년도 광주대학교의 대학 연구 지원에 의하여 연구되었음.

References

  1. M. J. Choi & S. W. Jin, "Development of Creativity-based Creative and Convergence Subject for Nursing University Students," Journal of Korea Entertainment Industry Association, Vol. 14, No. 3, pp. 83-91, 2020. DOI: 10. 21184/jkeia.2020.4.14.3.83 https://doi.org/10.21184/jkeia.2020.4.14.3.83
  2. C. S. Kim & M. J. Choi, "The Effect of VR-based Creativity Convergence Program on Computing Utilization Competence and Attitude," Journal of Korea Entertainment Industry Association, Vol. 17, No. 1, pp. 235-244, 2023. DOI: 10.21184/jkeia.2023.1.17.1.235
  3. J. Jeong & M. J. Choi, "University Students and Professors' Recognition of Dropout In Covid-19 Non-Face-To-Face Classroom Environment," Journal of Korea Entertainment Industry Association, Vol. 15, No. 8, pp. 279-290, 2021. DOI: 10.21184/jkeia.2021.12.15.8.279
  4. Korea University Journal, "The post-COVID-19 university is a 'platform',"(2020.12.28).. https://news.unn.net/news/articleView.html?idxno=501962
  5. S, R, Yu & M. J. Kim, "The Effects of Word Play Using Gamification on Children's Creativity and Peer Interaction," Journal of Children's Literature and Education, Vol. 24, No. 1, pp. 155-178, 2023. DOI: 10.22154/JCLE.24.1.7
  6. G. Zichermann & C. Cunningham, "Gamification by Design", O'Reilly Media, Inc. 2011.
  7. K. M. Kapp, "Gamification Designs for Instruction," Instructional-Design Theories and Models, Vol. 4. pp.351-384, 2016.
  8. R. Ryan & E. L. Deci. "Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions," Contemporary Educational Psychology, Vol. 14, No. 3, pp.54-67, 2000.
  9. V. Roy & B. Zaman. "Why Gamification Fails in Education and How to Make it Successful," Serious Games and Edutainment Application, Vol. 2, pp.485-509, 2017. DOI: 10.1007/978-3-319-51645-5_22
  10. L. C. Kwan & K. F. Hew. "A Comparison of Flipped Learning with Gamification, Traditional Learning, and Online Independent Study," Interactive Learning Environments, Vol. 28, No. 4, pp.464-481, 2020. DOI: 10.1080/10494820.2018. 1541910
  11. J. R. Lane, A. H. Wood & C. S. Vonderwell, "The Role of Self-determination Theory in Gamification for Learning," Educational Technology Research and Development, Vol. 70, No. 1, pp.109-133, 2022.
  12. J. R. Chapman, T. B. Kohler, P. J. Rich & A. Trego, "Maybe We've Got It Wrong. An Experimental Evaluation of Self-Determination and Flow Theory in Gamification," Journal of Research on Technology in Education, pp.1-20, 2023. DOI: 10.1080/15391523.2023.2242981
  13. J. Y. Lee & M. Y. Baek, "Effects of Gamification on Students' English Language Proficiency," Sustainability Vol. 15, No. 14, 2023. DOI: 10.3390/su151411325
  14. J. W. Lee, J. W. Lee, Y. J. Park. "Gamification-based Domestic Education Mobile Applications for Young Children," The Journal of Korea Open Association for Early Childhood Education, Vol. 27, No. 6, pp.29-52, 2022. DOI: 10.20437/KOAECE27-6-02
  15. K. M. Kim & C. Y. Cho, "The Effect of Gamification-based Classes on Learning Motivation and Learning Immersion of Junior College Students." The Journal of the Convergence on Culture Technology(JCCT) Vol. 9, No. 1, pp.437-442, 2023. DOI: 10.17703/JCCT. 2023.9.1.437
  16. M. J. Kim, "The Effect of Teaching Profession Class Using Gamification on the Academic Self-Efficacy and Learning Flow of Pre-Service Early Childhood Teachers," The Journal of the Convergence on Culture Technology, Vol. 8, No. 5, pp.329-340, 2022. DOI: 10.17703/JCCT.2022.8. 5.329.
  17. K. Yamada, "Easy Illustrated Anatomy Physiology for Nursing Students: The Mystery of the Human Body Q&A Set," Gunja Publishing company, 2016.
  18. J. Y. Jung & M. H. Lee, "Analysis of Learning Immersion and Class Participation in Gamification-based Classes," Journal of Educational Innovation Research, Vol. 31, No. 3, pp.163-187, 2021. DOI: 10.21024/pnuedi.31.3.2021 09.163
  19. M. J. Cha. "A Development of Learner Participation Scale in Instruction," The Korean Journal of Educational Methodology Studies, Vol. 22, No. 1, pp.195-219, 2010. DOI: 10.17927/tkjems. 2010.22.1.195
  20. M. Csikszentmihalyi & J. Nakamura, "The concept of flow," Handbook of Positive Psychology, Vol. 89, No. 105, 2002.
  21. B. R. Hwang, "A Study of The Factors Affecting Academic Achievement in E-Learning Environment: Focusing on Online Classes After Covid-19," SKKU Master's Thesis, 2021.
  22. K. Swan, "Building Learning Communities in Online Courses: The Importance of Interaction, Education," Communication & Information, Vol. 2, No. 1, pp.23-49, 2004. https://doi.org/10.1080/1463631022000005016
  23. Y. G. Baek etal, "Educational Method & Technology," Hakjisa, 2015.
  24. B. Means, Y. Toyama, R. Murphy & M. Baki, "The Effectiveness of Online and Blended Learning: A Meta-Analysis of The Empirical Literature," Teachers College Record, Vol. 115, No. 3, pp.1-47, 2013.
  25. K. W. Bak, "The Effects of Teaching Reality and Learning Reality Perceived by College Students on Learning Satisfaction in Non-face-to-face Classes," The Journal of the Korea Contents Association, Vol. 21, No. 12, pp.175-181, 2021. DOI: 10.5392/ JKCA.2021.21.12. 175
  26. T. Yan & Y. Zhao, "Gamification Teaching Design and Application Based on Self-determination Theory, School of Computer and Information Technology," Northeast Petroleum University, Daqing, China, 2023. DOI: 10.2991/978-94-6463-172-2_89.
  27. S. Y. Lee & H. J. Kim, "A Study on the Factors Affecting Flow in E-Learning Environment: Focusing on Interaction Factors and Affordance," The Journal of the Korea Contents Association, Vol. 19, No. 10, pp.522-534, 2019. DOI: 10.5392/JKCA.2019.19.10.522