Inside and Outside the Online Study Room : An Exploratory Study of Student Practices and Perceptions = 온라인 스터디룸의 내부와 외부: 학생들의 실천과 인식에 관한 탐색적 연구

다국어 초록 (Multilingual Abstract)

As video-based collaboration has become commonplace, students actively use online study rooms where peers gather to study individually without instructors or formal classes. These spaces represent a form of social learning between collaboration and solitary study. Prior research has focused on camera exposure tensions or specific platform features with limited understanding of how students construct focus and accountability through peer visibility and intimacy. This study conducted semi-structured interviews with 13 university students who regularly use online study rooms. The analysis revealed that audiovisual cues from peers created ambient co-presence, supporting self-regulation. Camera use reinforced self-surveillance and social responsibility while fostering a sense of studying together. Camera exposure functioned as mediated accountability, experienced as voluntary commitment with close peers. Relational intimacy transformed into belonging and mutual responsibility, promoting focus while reducing appearance concerns and enabling natural conversation during breaks. Regular sessions became ritualized study practices, yet scheduling difficulties, uneven engagement, and excessive conversation generated coordination labor undermining sustainability. Online study rooms function beyond video conferencing tools repurposed for learning. Students secured focus and discipline through lightweight social connection with online study rooms operating as social learning environments. We propose design implications including camera visibility design sensitive to intimacy levels, microphone management protocols, and scheduling coordination support. This study contributes to CSCW discussions by demonstrating how social presence, belonging, and accountability constitute learning experiences in online study rooms.

목차 (Table of Contents)

• Abstract -1
• 1 Introduction 1
• 2 Related Work 5
• 2.1 Understanding Students in Social Learning Environments . . . . . . . . . . 5
• 2.1.1 Peer-Based and Self-Regulated Learning . . . . . . . . . . . . . . . . 5
• 2.1.2 "Study with Me" communities . . . . . . . . . . . . . . . . . . . . . 7
• 2.2 Examining Remote Work Models and Challenges . . . . . . . . . . . . . . . 8
• 2.3 Gaps in Prior Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
• 3 Method 12
• 3.1 Participants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
• 3.2 Interview Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
• 3.3 Data Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
• 4 Results 16
• 4.1 Internal Factors of Online Study Rooms . . . . . . . . . . . . . . . . . . . . 16
• 4.1.1 Camera Usage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
• 4.1.2 Screens - Peers' Screens: Motivation and Distraction . . . . . . . . . 18
• 4.1.3 Sound and Microphone . . . . . . . . . . . . . . . . . . . . . . . . . 19
• 4.1.4 Tools and Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
• 4.1.5 Other factors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
• 4.2 External Factors of Online Study Rooms . . . . . . . . . . . . . . . . . . . . 22
• 4.2.1 Pre-Study Session . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
• 4.2.2 Intimacy and Belonging . . . . . . . . . . . . . . . . . . . . . . . . . 23
• 4.2.3 Interaction and Feedback . . . . . . . . . . . . . . . . . . . . . . . . 24
• 4.2.4 Social Responsibility . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
• 4.2.5 Post-Study Session . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
• 4.2.6 Other Factors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
• 5 Discussion 27
• 5.1 Visual and Auditory Presence in Supporting Focus and Engagement . . . . 27
• 5.1.1 Camera Use for Accountability and Social Engagement . . . . . . . 27
• 5.1.2 Auditory Presence and Shared Atmosphere . . . . . . . . . . . . . . 28
• 5.2 How Close Relationships Enhance Focus and Motivation in Online Study . 29
• 5.2.1 The Role of Belonging in Enhancing Focus and Motivation . . . . . 29
• Reduced Self-Awareness and Improved Focus with Close Peers . . . 30
• 5.2.2 Light Conversations on Focus During Study Breaks . . . . . . . . . 31
• 5.3 Challenges students faced during the online study session . . . . . . . . . . 32
• 5.3.1 Scheduling Difficulties . . . . . . . . . . . . . . . . . . . . . . . . . . 32
• 5.3.2 Distractions from Social Interactions . . . . . . . . . . . . . . . . . . 33
• 6 Design Implication 34
• 6.1 Camera Visibility and Framing Guidance . . . . . . . . . . . . . . . . . . . 34
• 6.2 Personalized Microphone Modes . . . . . . . . . . . . . . . . . . . . . . . . . 35
• 6.3 Using Pre-Notification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
• 6.4 Supporting Session Continuity Beyond Scheduling . . . . . . . . . . . . . . 36
• 7 Conclusion and Limitations 38
• 7.1 Summary of Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
• 7.2 Limitations and Future Work . . . . . . . . . . . . . . . . . . . . . . . . . . 39
• References 41
• 논문 요약 50