초등학교 수학용 디지털교과서가 성별 및 적용환경에 따라 학업성취와 매체인식에 미치는 영향 = The Impact of Classroom Environment and Gender Gap of Digital Textbook for Mathematics of Elementary School on Achievement and Media Perception

다국어 초록 (Multilingual Abstract)

The purpose of this study is to identify the media environment and gender differences on achievement and perception of digital textbook for mathematics in elementary school. Media environment refers that desktop PC and tablet PC setting to apply digital textbook for class. In an effort to achieve the purpose of study, three research goals were established. First, it is to identify the media environment and gender difference have an impact on academic achievement. Second, it is to identify the media environment and gender difference on perception of instructional material by applying the Instructional Material Motivation Survey(IMMS) based on ARCS model. Third, how the perception of digital textbook affects on classroom environment and media. Tablet PC is more effective for applying digital textbook for students` achievement. Additionally female students are more sensitive to media environment. Female students under tablet PC setting outperformed those under desktop PC setting. The result of IMMS indicates that there is no gender difference between media settings; however, media setting has greater impacts on attention and confidence of using digital textbook. The teacher interview reveals that high achievers tend to show active participation of using the digital textbook regardless of their gender. However, low female achiever showed inactive use of digital textbook. More importantly there is strong tendency of gender difference in preference of using digital textbook.

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