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Mediated Effect of Mentoring with Functional Elements of Metaverse Learning on Cultural Motivation
임주영 한국문화산업학회 2022 문화산업연구 Vol.22 No.4
The purpose of this study is to identify the mediated effect of mentoring between the functiona elements and cultural motivation of college students in the metaverse learning and to derive the educational implications. For this, survey was conducted on 202 college students at a private university in Chungbuk. In this study, the significance of the mediated effect was examined by using the structural equationmodel analysis (SEM) and bootstrap analysis. As a result of the study, first of all, functional elements in the use of metaverse turned out to be analyzed not to influence cultural motivation of users. Second, metaverse learning user mentoringwas analyzed to positively influence culturalmotivation of users. Third,mentoring of userswas analyzed to have themediated effect on the influence of educational function on cultural motivation of users inmetaverse learning. Hereupon, it turned out that functional elements including interest-stimulating design, user control function, and responding speed influenced cultural motivation of learners when designing metaverse English learning. In addition, mentoring of metaverse learning turned out to have themediated effect on culturalmotivation of users aswell asmetaverse English learning function.
청소년의 자기효능감 수준에 따른 사과 따는 사람 그림검사 반응 특성 연구
임주영,전순영 한국미술치료학회 2019 美術治療硏究 Vol.26 No.2
The purpose of this study was to examine the relationship between self-efficacy in adolescents and PPAT (Person Picking an Apple From a Tree) assessment by analyzing the characteristics of responses. Three hundred students studying at B middle school in G-Prvince participated in the self-efficacy and PPAT assessment. We divided the 289 results into the top 27% (80 students) and bottom 27% (79 students) and analyzed them using the FEATS and Contents Scale of the PPAT assessment. All three evaluators, including myself, are art therapists. To improve reliability in the scoring, we evaluated one another’s scoring of the students’ results. To get the result I used an independent sample t test for FEATS and cross-scale analysis (x²) for the contents scale. Five criteria on the contests scale showed significant differences. Based on these results, I determined that the PPAT is useful as an objective method to support verbal psychological testing; moreover, I expect it to be useful as a supplemental diagnostic method to assess the self-efficacy levels of adolescents. 본 연구는 청소년의 자기효능감 수준에 따른 사과 따는 사람 그림검사의 반응 특성을 분석함으로써 청소년의 자기효능감과 사과 따는 사람 그림검사와의 관계를 살펴보고자 하였다. 연구대상은 G도에 위치한 B중학교 학생으로 총 300명에게 자기효능감 척도와 사과 따는 사람 그림검사를 실시하였고 이중 부실기재 11명을 제외한 289명의 자료를 수집하였다. 289명의 자료를 바탕으로 자기효능감 상위 27%(80명)집단 하위 27%(79명)집단으로 나누어 분석하였으며 사과 따는 사람 그림검사의 형식척도(FEATS)와 내용척도(Contents Scale)를 사용하여 살펴보았다. 본 연구자를 포함하여 미술치료사 총 3명의 평정자가 채점을 하여 채점자간 신뢰도를 평가하였고, 자기효능감 수준에 따른 사과 따는 사람 그림검사의 반응 특성을 알아보기 위하여 형식척도에서는 독립표본 t검증을, 내용척도에서는 교차분석(x²)을 실시하였다. 연구결과를 살펴보면, 형식척도의 14개 항목 중 총 9개 항목에서 통계적으로 유의미한 차이를 보였으며 내용척도에서는 총 5개 항목에서 통계적으로 유의미한 차이를 보였다. 결과적으로 사과 따는 사람 그림검사가 객관적 도구로 언어적 심리검사를 보완해 줄 수 있는 도구로써 유용하다는 것을 확인하였고, 나아가 청소년의 자기효능감 수준을 알아 볼 수 있는 보조적 진단도구로 활용되기를 기대해본다.
Grounded Theory Analysis of the Awareness of Participation and Behavior in Virtual English Classes
임주영 한국교육학회 2021 敎育學硏究 Vol.59 No.7
This study aims to structuralize and identify how the awareness of participation and behaviors of college students in virtual English conversation classes changed. To analyze the awareness of college students in virtual English conversation classes and their behavioral changes, grounded theory was used, and data were collected from in-depth interviews based on the inductive approach and theorizing aforementioned phenomena. For this, an integrated framework was suggested based on core categories with open, axis, and selective coding. Findings showed that, 20 students made an effort in interactive communication through the virtual lessons, and their feelings changed from skepticism towards their virtual-learning college experiences to seek their learning motivation and the meaning of self-realization in virtual English conversation classes. In addition, interactive strategies were required in seeking bi-directional communicative methods to improve students’ learning motivation. It was also found that the students needed to realize how their methods of communication were different from others and to have an empathic understanding of others.