사회적 현존감(Social Presence) 측정도구 개발에 관한 탐색적 연구: 인스턴트 메신저의 이용 사례를 중심으로

황하성 ( Ha Sung Hwang ) 한국지역언론학연합회 2007 언론과학연구 Vol.7 No.2

매개된 상황에서 "상대방과 함께 있다는 느낌"으로 정의되는 사회적 현존감 (Social Presence)은 매개체 기술적인 속성이라기보다는 매개체를 이용하는 사람들의 특성일수 있다는 점에서, 본 연구의 목적은 사회적 현존감의 하위 개념을 밝히고 신뢰도와 타당성이 확보된 측정 도구를 개발하는 것이다. 이를 위해 측정 문항을 개발하고 통계적 타당성을 검증하는 2단계의 조사를 진행하였다. 기존 문헌검토를 통해 선정된 23개의 사회적 현존감 측정 항목을 대상으로 탐색적 요인분석과 확증적 요인 분석을 실시한 결과 상호지각 (mutual awareness), 상호이해(mutual understanding), 주의 집중의 분산 (attentional allocation), 정서적 유대감 (emotional connectedness), 공동 공간감 (awareness of co-location) 등의 5가지 하위 요인이 추출되었으며 이들은 통계적으로 신뢰도와 타당성이 확보된 것으로 확인되었다. 이러한 하위 요인들을 종합해 볼 때 사회적 현존감이란 매개된 커뮤니케이션 환경에서 커뮤니케이터인 당사자가 상대방의 존재를 감지하는 연속적인 과정으로서 사회적 상호 작용에 대한 심리적인 관여 (psychological involvement)라고 개념화할 수 있다. Social presence has been studied in a variety of mediated environments and the definition of social presence varies among researchers. While most recently social presence is seen as a variable based on users` experience, early investigators of social presence, Short et al. (1976) view social presence as a quality of the medium. By discussing the limitations of and critics on Short et al. `s social presence theory this study aims to redefine social presence from the media user`s perspective and develop a social presence questionnaire for examining mediated social interaction with tests for reliability and validity. Twenty three questionnaire items were developed by reviewing research in the literature of social presence. Exploratory and confirmatory factor analyses resulted in identification of five sub-dimensions of social presence: mutual awareness, mutual understanding, attentional allocation, emotional connectedness, and awareness of co-location. This construct of social presence dimensions suggests that social presence can be conceptualized as media user`s psychological involvement in mediated social interaction, which is a process to filter the sense of another through a medium.

온라인 학습환경에서 사회적 실재감 하위요인이 지각된 토론효과에 미치는 영향

권성연 ( Soung Youn Kwon ) 한국교육정보미디어학회(구 한국교육정보방송학회) 2016 교육정보미디어연구 Vol.22 No.1

본 연구에서는 (1) 학생의 학기차, 같은 수업에서 알고 있는 동료의 수, 토론 그룹의 크기에 따라 사회적 실재감에 차이가 있는지 확인하고 (2) 사회적 실재감(하위요인)이 지각된 온라인 토론의 정서적, 인지적 효과에 미치는 영향력을 분석하였다. 또한 (3) 토론 그룹의 크기, 학기차, 알고 있는 동료의 수에 따라 사회적 실재감이 지각된 토론효과에 미치는 영향력이 어떻게 달라지는지 고찰하였다. 이러한 연구를 통해 사회적 실재감과 지각된 토론효과와의 관계를 보다 구체적으로 파악하고 온라인토론의 효과를 제고할 수 있는 사회적 실재감 촉진 방안에 대한 시사점을 얻고자 하였다. 이를 위하여 원격대학원에서 온라인 강의를 수강하고 온라인 토론에 참여한 학습자를 대상으로 사회적 실재감 및 지각된 토론효과에 대한 설문조사를 실시하였다. 연구결과는 다음과 같다. 첫째, 학습자 그룹별 사회적 실재감의 차이를 분석한 결과, 얼굴과 이름을 아는 동료의 수에 따라 사회적 실재감의 모든 하위요인 점수에 유의미한 차이가 났다. 둘째, 사회적 실재감의 모든 하위 요인은 인지적, 정서적 토론효과 인식과 정적 상관관계가 있었다. 셋째, 사회적 실재감 하위요인 가운데 상호집중 및 지원과 개방적 의사소통이 토론효과 인식에 미치는 영향력이 가장 컸으며 정서적 유대감은 토론효과 인식에 유의미한 영향을 주지 못했다. 넷째, 학습자 특성에 따라 사회적 실재감의 영향력에 차이가 나타났는데, 사회적 실재감 인식이 낮은 저학년 학생 그룹과 동료 학습자의 얼굴과 이름을 잘 알지 못하는 그룹에서 사회적 실재감의 영향력이 더 크게 나타났다. 이러한 결과를 바탕으로 토론효과 향상을 위한 사회적 실재감 제고 방안을 제시하였다. The purpose of this study was to identify the relationships between social presence and perceived effects of online discussion, and to gain some implications for enhancing social presence to facilitate online discussion. This study investigated (1)the differences of social presence(and sub factors) by students’ year of online class, number of acquaintance in the class, and size of online discussion, (2) the influences of social presence(and sub factors) on cognitive and emotional effects of online discussion, (3) and the differences of effects of social presence by year of online class, number of acquaintance in the class, and size of online discussion. For this study, the students taking an online course in cyber graduate school participated online discussion two times during a semester. After a semester, students participated the survey about social presence and perceived effects of online discussion. The results of this study are as follows: First, all of the sub-factors of social presence were significantly different by the number of acquaintance in this course. The more students know the peers, the higher they perceived the social presence. Second, all of the sub-factors of social presence correlated with cognitive and emotional outcomes of discussion significantly. Third, social presence was influential on effects of online discussion, especially, more influential on emotional effects than cognitive effects. Among the sub-factors of social presence, ‘mutual attention and support’, ‘open communication’ were significantly influential factors on effects of online discussion, however, emotional connectedness was not. Fourth, the effects of social presence were more powerful in a group of students who was lower grade and knew few or no acquaintance in the course. These group were perceived lower social presence than others comparatively. Based on these results, the strategies of facilitating social presence to enhance the effects of online discussion were suggested.

개인화 추천시스템에서 고객 제품 리뷰가 사회적 실재감에 미치는 영향

최재원(Jaewon Choi),이홍주(Hong Joo Lee) 한국지능정보시스템학회 2011 지능정보연구 Vol.17 No.3

Many online stores bring features that can build trust in their customers. More so, the number of products or content services on online stores has been increasing rapidly. Hence, personalization on online stores is considered to be an important technology to companies and customers. Recommender systems that provide favorable products and customer product reviews to users are the most commonly used features in this purpose. There are many studies to that investigated the relationship between social presence as an antecedent of trust and provision of recommender systems or customer product reviews. Many online stores have made efforts to increase perceived social presence of their customers through customer reviews, recommender systems, and analyzing associations among products. Primarily because social presence can increase customer trust or reuse intention for online stores. However, there were few studies that investigated the interactions between recommendation type, product type and provision of customer product reviews on social presence. Therefore, one of the purposes of this study is to identify the effects of personalized recommender systems and compare the role of customer reviews with product types. This study performed an experiment to see these interactions. Experimental web pages were developed with 2×2 factorial setting based on how to provide social presence to users with customer reviews and two product types such as hedonic and utilitarian. The hedonic type was a ringtone chosen from Nate.com while the utilitarian was a TOEIC study aid book selected from Yes24.com. To conduct the experiment, web based experiments were conducted for the participants who have been shopping on the online stores. Participants were a total of 240 and 30% of the participants had the chance of getting the presents. We found out that social presence increased for hedonic products when personalized recommendations were given compared to non?personalized recommendations. Although providing customer reviews for two product types did not significantly increase social presence, provision of customer product reviews for hedonic (ringtone) increased perceived social presence. Otherwise, provision of customer product reviews could not increase social presence when the systems recommend utilitarian products (TOEIC study aid books). Therefore, it appears that the effects of increasing perceived social presence with customer reviews have a difference for product types. In short, the role of customer reviews could be different based on which product types were considered by customers when they are making a decision related to purchasing on the online stores. Additionally, there were no differences for increasing perceived social presence when providing customer reviews. Our participants might have focused on how recommendations had been provided and what products were recommended because our developed systems were providing recommendations after participants rating their preferences. Thus, the effects of customer reviews could appear more clearly if our participants had actual purchase opportunity for the recommendations. Personalized recommender systems can increase social presence of customers more than nonpersonalized recommender systems by using user preference. Online stores could find out how they can increase perceived social presence and satisfaction of their customers when customers want to find the proper products with recommender systems and customer reviews. In addition, the role of customer reviews of the personalized recommendations can be different based on types of the recommended products. Even if this study conducted two product types such as hedonic and utilitarian, the results revealed that customer reviews for hedonic increased social presence of customers more than customer reviews for utilitarian. Thus, online stores need to consider the role of providing customer reviews with highly personalized in

온라인 학습에서 사회적 실재감과 학습자 특성, 토론효과 및 학습효과 인식, 만족도와의 관계 연구

권성연 이화여자대학교 사범대학 교육과학연구소 2011 교육과학연구 Vol.42 No.3

본 연구는 온라인 학습에서 사회적 실재감이 다양한 학업성과에 미치는 영향 및 학습자 특성과의 관계를 파악하기 위해 수행되었다. 이에 온라인 강좌를 수강하고 있는 사이버 대학원생을 대상으로 사회적 실재감, 토론효과인식, 전체적인 학습효과 인식, 만족도에 대한 설문조사를 실시하여 그 관계를 분석하였다. 특히 본 연구에서는 사회적 실재감을 (동료)학습자에 대한 사회적 실재감과 교수자에 대한 사회적 실재감으로 구분하여 조사가 이루어졌다. 연구결과 첫째, 학습자 사회적 실재감은 학습자의 학기에 따라 유의한 차이가 있었으며 학기가 높은 학습자일수록 학습자 사회적 실재감을 더 높게 인식하는 것으로 나타났다. 둘째, 변인간의 상관분석 결과 모든 변인 간에 유의한 상관관계가 나타났으나 성과 변인과의 상관에 있어 학습자 사회적 실재감에 비해 교수자 사회적 실재감이 더 높게 나타났다. 셋째, 교수자 사회적 실재감과 학습자 사회적 실재감 모두 토론효과 인식에 유의한 영향을 주었고, 교수자 사회적 실재감의 영향력이 조금 더 크게 나타났다. 넷째, 전체적인 학습효과 인식에 대해서는 교수자 사회적 실재감만이 영향을 주는 요인으로 나타났고 그 설명력은 토론효과 인식보다 낮았다. 마지막으로 만족도에 미치는 영향에서도 교수자 사회적 실재감만이 유의미한 영향을 주는 것으로 나타났다. 이러한 연구결과를 바탕으로 관련 논의와 시사점을 제안하였다. The purpose of this study was to identify the influences of social presence on learning outcomes and their relationships with learners' characteristics. Therefore, social presence, perception of discussion effect, and overall perceived learning were surveyed among cyber graduate school students in Korea. Specifically, the construct of social presence was divided into learner social presence and teacher social presence. Relationships with other variables were then analyzed separately. Research results show that, first, social presence significantly differed according to learners' year (grade) in school. That is, higher grade students perceived social presence highly. Second, the correlations among all of the variables were significant; the relationships of teacher social presence with other outcome variables were stronger than those of learner social presence. Third, learner social presence and teacher social presence were significant predictors of perceived effect of discussion, but the effect of teacher social presence was only slightly stronger than that of learner social presence. Fourth, teacher social presence was a significant factor in perceived learning overall but learner social presence was not. Similarily, only teacher social presence accounted for some of the variability of satisfaction, while learner social presence did not account for the variability. Based on these results, the role of the online teacher and strategies for enhancing social presence to improve learning outcomes were suggested.

대학생이 인식한 교수 실재감이 학습몰입에 미치는 영향에서 사회적 실재감의 매개 효과

황혜연,황연우 교육종합연구원 2022 교육종합연구 Vol.20 No.3

The purpose of this study is to examine the effect of teaching presence recognized by college students in class on social presence and learning immersion. To do this, first, we examined whether teaching presence affects social presence and learning immersion on mixed classes in university. And second, we examined whether there was a mediating effect of social presence under the influence of teaching presence on learning immersion in university mixed classes. As a result of the study, it was found that teaching presence had an effect on each of the social presence and learning immersion, and teaching presence and social presence had an effect on learning immersion, respectively. In addition, it was found that teaching presence had a significant effect on learning immersion through social presence as a mediator. Based on these research results, it was recognized that there is a need to organize the design of learning content, interaction, and learning promotion so that learners can feel that they exist with the instructor. In order to improve social presence, it was possible to recognize that establishing various learning strategies and feedback strategies promoting interaction and communication with other learners as well as the instructor, and providing various learning materials and opportunities for learning activities are important to improve social presence.

페이스북에서 상대방에 대한 존재 인식: 사회적 현존감의 실증적 분석

황하성 ( Ha Sung Hwang ) 한국인터넷정보학회 2015 인터넷정보학회논문지 Vol.16 No.4

TThe purpose of this study was to explore the reasons why college students use Facebook and the ways in which they feel of social presence while using Facebook. In fact, the study aimed to specify the links between motivations for using SNS and a sense of `being together`. The findings of this study suggest that major motivations of SNS use were social interaction, entertainment, self-presentation, and information-seeking. Specifically, results from a survey of 280 respondents revealed that college students used Facebook to seek maintenance and connection with friends, to express themselves, to get information about school activities, and to be entertained. These findings are consistent with the existing literature regarding SNS as a primary channel to maintain the existing social relationships among college students. The study also found that all motivation factors, except information-seeking factor, were positively and significantly related to social presence. The strongest correlations were between social presence and Facebook use for social interaction and entertainment needs. It seemed that users who seek social interaction and entertainment needs are more likely to feel a sense of being with others while users who seek to get information are less likely to feel a sense of social presence. These findings implied that to some extent, a sense of social presence occurs in the context of Facebook and that the experience of social presence depends on what college students seek from Facebook use. In addition, the results showed a positive relationship between Facebook use and social presence; the more college students use Facebook, the more they are likely to experience sense of social presence. Given that Facebook provides college students with a place where they can share thought and feelings among friends, it can be concluded that Facebook contributes to the sense of belonging among users. And such feeling may enhance a sense of presence with others while using Facebook. These findings suggest that uses and gratifications researchers should consider the concept of social presence as an important variable in explaining what audience members do with media.

외국인 학부생의 자기조절학습 능력, 사회적 실재감, 교수 실재감이 온라인 수업 만족도에 미치는 영향 연구

한하림 국제한국어교육학회 2021 한국어 교육 Vol.32 No.3

Self-regulated learning ability, social presence, and teaching presence have been widely discussed as prerequisites for successful online classes. There has been, however, little research on foreign undergraduates’ self-regulated learning ability, social presence, and teaching presence, in Korean language education. This study, therefore, aims to examine online class satisfaction of foreign undergraduates and the effects of self-regulated learning ability, social presence, and teaching presence on online class satisfaction. To this end, it was conducted a survey on online class satisfaction of 128 foreign undergraduates. The findings showed that the mean value of all foreign undergraduates’ online class satisfaction was ‘moderate’ (3.16). Next, it was also analyzed the correlation between online class satisfaction and self-regulated learning ability, social presence, and teaching presence. The results of the analysis demonstrated that the self-regulated learning ability, social presence and teaching presence all have close correlations with online class satisfaction. A multiple regression analysis on the relation between the sub-domains of self-regulated learning ability, social presence and teaching presence and online class satisfaction was conducted. Finally, it was found that ‘individual/emotional factors’(No.1) of social presence, ‘class design and organization’(No.2) of teaching presence and ‘task factors’ (No.3) of self-regulated learning ability have direct effects on online class satisfaction.

온라인 수업의 조별 상호작용에서 나타난 사회적 실재감의 양상: 메시지 분석을 중심으로

권성연 ( Soung Youn Kwon ) 한국교육정보미디어학회(구 한국교육정보방송학회) 2012 교육정보미디어연구 Vol.18 No.2

본 연구는 조별 게시판 활동에서 나타난 온라인 상호작용의 내용을 사회적 실재감 측면에서 분석하고 사회적 실재감과 학습 성과 변인간의 관계를 파악함으로써 보다 성공적인 온라인 학습을 위한 시사점을 얻고자 수행되었다. 이를 위하여 원격으로 수업을 듣고 있는 대학원생들을 대상으로 한 학기동안 조별 게시판 활동을 하도록 하고 학기가 종료되는 시점에 사회적 실재감, 만족도, 토론효과에 대한 인식을 설문 조사하였으며 게시된 메시지의 내용을 사회적 실재감 범주화 규칙을 이용하여 분석하였다(Rourke, Anderson, Garrison, & Archer, 2001). 연구결과, 사회적 실재감은 토론효과 인식, 만족도와 유의한 상관관계가 있었으나 게시글의 수는 어떠한 변수와도 유의한 상관관계가 나타나지 않았다. 다음으로 사회적 실재감 점수가 높은 조가 사회적 실재감을 나타내는 내용의 메시지를 게시판에 더 많이 올린 것으로 나타났다. 또 사회적 실재감이 높은 조는 정서적 메시지와 상호작용적 메시지가 월등히 높게 나타난 반면, 사회적 실재감이 낮은 조는 정서적 메시지가 적고 화합/응집하는 메시지, 특히친교적 메시지가 가장 많이 나타났다. 온라인 학습 진행에 따른 사회적 실재감 메시지의 변화는 초기에 정서적 메시지가 가장 많고 화합/응집하는 메시지가 그 다음 순이었으나 토론이 진행되는 시기에는 상호작용적인 메시지가 급격히 증가하는 양상을 보였다. 정서적 메시지는 학기 후반으로 갈수록줄어드는 경향을 보였으나 화합하는 메시지는 학기말로 가면서 다소 증가하였다. 시간의 흐름에 따른 경향은 조별로도 유사하게 나타났다. 이러한 연구결과를 바탕으로 사회적 실재감을 높이기 위한 수업설계 운영 전략을 각 요소(정서적 교류, 상호작용적 의견 교환, 응집성과 공동체 의식 강화)별로 제안하였으며 수업 운영 중 교수자의 지속적인 촉진활동과 실재감의 유지가 중요함을 제시하였다. This study focused on an qualitative analysis of social presence and investigating the relationships of social presence with other learning outcomes to gain implications for successful online learning. For this study, cyber graduate school students participated in group online interaction through the group bulletin board during a semester then they responded the survey about social presence, effects of discussion and satisfaction which they had experienced in online class. I addition to this, the researcher analyzed the contents of message in a group bulletin board based on the social presence protocol by Rourke et al(2001). As a research results, social presence correlated with perceived effects of discussion and satisfaction, but number of message didn`t have any meaningful relationship with other variables. The group bulletin board which marked a higher score on social presence survey presented more message related with social presence. The group had highest score in social presence indicated more emotional and interactive message than other groups, lower score groups presented less message in emotional and interactive category, but they indicated more cohesive message, especially, phatics and salutions. A change in social presence message over time, at early stage, the most frequent message was emotional one, the next was cohesive message, the least was interactive one. But during the period of discussion, the interactive messages increased sharply. As the time went to the end of semester, emotional message decreased gradually, whereas cohesive message increase a little. The tendency of change in social presence message was also similar in every group. Based on these results, the conclusion and the implication for effective online learning were suggested.

The Effects of Hispanics’ Social TV Participation on Ethnic Identifications

Natascha Ginelia Pérez-Ríos,Eunice (Eun-Sil) Kim 한국인터넷방송통신학회 2023 International Journal of Internet, Broadcasting an Vol.15 No.1

Social television encompasses the social media aspect of television viewing. This study attempts to investigate how social television influences Hispanic and national ethnic identification as well as social presence. Based on the theoretical framework of Tajfel and Turner’s Social Identity Theory (SIT), this study focuses on the potential influence of social television on Hispanics’ ethnic identifications and social presence. With a sample of 100 Hispanic students, we conducted a lab experiment to measure the effects of exposure to ethnic and non-ethnic related Twitter feeds on Hispanic and national ethnic identification along with social presence. Findings reveal that there was no significant difference between those exposed to the ethnic-identity related Twitter feed compared to those exposed to the non-ethnic identity related Twitter feed, followed by the control group not exposed to the Twitter feed at all. Implications were discussed.

SNS를 활용한 팀 프로젝트 과제 수행에서 대학생들이 인식한 실재감의 자기평가 및 팀 평가 예측 검증

원지영 사단법인 인문사회과학기술융합학회 2017 예술인문사회융합멀티미디어논문지 Vol.7 No.7

The purpose of the study is to analyze whether or not three types of presence: social presence, cognitive presence, and teaching presence predict self evaluation and team evaluation when university students are engaged in a team-based project learning by using KakaoTalk(One of the mobile instant messengers used in Korea). The subjects were 107 university students, who were guided to finish a team project by performing a collaborative interaction as a group of 3 or 4 students using KakaoTalk. The survey was conducted to ask the levels of three presences: social, cognitive, and teaching presence that students perceive while they collaborate through KakaoTalk. Also, students were asked to self-evaluate and team-evaluate their collaborative learning that they preformed through KakaoTalk. The data were analyzed through the logistic regression analysis. The results are as follows. First, social presence predicted self-evaluation. Second, social presence and teaching presence predicted team evaluation. The findings suggested that students perceive high levels of social presence and teaching presence in order to experience the qualitative team-based project learning through KakaoTalk. 본 연구는 한국 사회에서 광범위하게 활용되는 인스턴트 메신저, 카카오톡을 이용하여 팀 과제를 수행하는 대학생들이 모바일 상에서 형성된 학습공동체의 협업 과정에서 인식한 사회실재감, 인지실재감, 교수실재감이 협력 학습에 대한 자기평가 및 팀 평가를 어떻게 예측하는지를 확인하고자 진행하였다. 이를 위해 충남 소재 A 대학교 사범대생 107명을 3~4명으로 구성된 팀으로 나누어 4주 동안 팀 프로젝트 과제를 수행하도록 하였다. 이 협력 학습 과정에서 학습자들은 카카오톡을 이용하여 상호작용 활동을 하면서 팀 과제를 완성하였다. 팀 프로젝트 과제를 끝내고 설문지를 통하여 카카오톡을 이용하여 상호작용 활동을 하는 동안 그들이 사회실재감, 인지실재감, 교수실재감을 어떻게 인식하였는지를 분석하였고, 자기평가와 팀 평가를 실시하여 협력 학습 성과를 평가하였다. 다중회귀분석을 이용하여 각 실재감의 자기평가 및 팀 평가의 예측력을 분석한 결과는 다음과 같다. 첫째, 카카오톡을 활용한 팀 프로젝트 과제 수행에서 자기평가를 예측하는 실재감은 사회실재감으로 나타났다. 둘째, 팀 평가를 예측하는 실재감은 사회실재감과 교수실재감으로 확인되었다. 이상의 연구 결과를 바탕으로 카카오톡을 활용한 팀 프로젝트 수행에서 양질의 협력 학습 경험을 할 수 있도록 하기 위하여 유의해야 할 실재감 유형을 파악하고 그러한 실재감의 수준을 높이는 교수 전략을 제언하였다.