웹기반 프로젝트 학습에서 학습실제성, 학습동기, 성취도 간의 관계 규명 = Investigating the Relationship among Learning Authenticity, Learning Motivation, and Performance in Web-based Project Learning

다국어 초록 (Multilingual Abstract)

The purpose of the present study was to examine the relationship among learning authenticity, learner motivation, and performance. Participants were 68 undergraduate students who enrolled in a web-based PBL(Project Based Learning) course at a university in Korea. The project lasted for 5 weeks as they planned, conducted, presented, and evaluated their project collaboratively. The results showed that 1) learning authenticity predicted learning motivation(β =.672, p<.05) and performance(β=.554, p<.05): task authenticity and resource authenticity predicted learners` task value, resource authenticity predicted the attribution and self-efficacy, task authenticity predicted team performance, and resource authenticity predicted discussion performance and perceived performance, 2) learning motivation predicted performance(β=.583, p<.05): learners` task value predicted perceived performance and self-efficacy predicted discussion performance and perceived performance, 3) learning authenticity affected performance via learning motivation. More specifically, task value and self-efficacy are mediated variables as resource authenticity predicted perceived performance. Based on findings, present study suggested some implications for designing authenticity in a web-based project learning.

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