TTV AI 기술 활용 Merrill의 내용요소제시이론 기반 디지털스토리텔링 교수․학습모형 개발

성은모,한슬기,김용성 한국교육정보미디어학회 2025 교육정보미디어연구 Vol.31 No.3

생성형 인공지능(이하 AI) 기술인 ChatGPT가 등장하면서 전 세계의 사회⋅경제⋅문화 등에 강력하게영향을 미치고 있으며, 이를 교육적으로 활용하려는 노력도 더욱 가속화되고 있다. 최근 TTV (Text-to-Video) AI 기술을 통해 텍스트만으로 고화질 동영상을 손쉽게 제작할 수 있게 되면서, 교수자와 학습자가 창의적이고 다양한 교수 학습 자료를 제작할 수 있는 교육적 가능성이 높아지고 있다. 동영상 기반 자료라는 특성상, Merrill의 내용요소제시이론(Component Display Theory)은 TTV AI 기반 교수 학습 모형 개발에 시사점을 제공하며, 디지털 스토리텔링 교수 학습모형의 적용 또한 가능하다. 이에 이본 연구에서는 TTV AI 기술 활용 Merrill의 내용요소제시이론 기반 디지털스토리텔링 교수․학습모형을 개발하고자 하였으며, 개발방법론의 절차에 따라 연구가 이루어졌다. 특히, 교수․학습모형을개발하고 모형의 타당성을 검증하기 위하여 내부 연구진 타당화(2회)와 외부 전문가 타당화(2회)가 체계적으로 이루어졌다. 그 결과, TTV AI 기술의 특성(동영상 생성 AI. 아바타 생성 AI. 동영상 편집 AI) 과 활용 유형(유형1:교수자 개발, 유형2: 학습자 개발, 유형3: 교수자․학습자 개발)이 도출되었고, TTV AI 기술을 활용한 Merrill의 내용요소제시이론은 수행수준과 내용유형에 따른 자료제시유형이 디지털스토리텔링 교수․학습활동의 각 단계(수업준비-계획-실행-평가)에 적용되어 개발되었다. 개발된 모형을 4회에 걸친 타당화 결과, 내용타당도 지수가 적합 수준으로 확인되었고, 이를 교육현장에 활용하기위한 시사점과 추후 연구를 위한 제언을 제시하였다 The purpose of this study was to develop a digital storytelling model utilizing TTV (Text-to-Video) artificial intelligence and Merrill’s Component Display Theory. TTV AI now enables instructors and learners to easily create diverse, high-quality educational videos from text. Given the video format, Merrill’s Component Display Theory offers valuable guidance for TTV-based instructional design. TTV AI also supports digital storytelling, making it suitable for comprehensive teaching and learning models. Based on these considerations, this study aimed to develop a digital storytelling model utilizing TTV AI and Merrill’s Component Display Theory by applying a development methodology. Specifically, in order to develop the model and verify its validity, internal research team validation (2 rounds) and external expert validation (2 rounds) were systematically conducted. As a result, the characteristics of TTV AI technology (video creation AI, avatar creation AI, video editing AI) and usage types (Type 1: Instructor Development, Type 2: Learner Development, Type 3: Instructor & Learner Development) were identified. Merrill’s Component Display Theory, utilizing TTV AI technology, was developed with primary and secondary data presentation types based on performance levels and content types, and applied to each stage of the digital storytelling teaching and learning activity (lesson preparation, planning, execution, evaluation). After four rounds of validation, the content validity index was confirmed to be at an appropriate level. These findings suggest implications for applying the developed model in educational settings and provide directions for future research.

Analyses on the Perception’s Differences of Online Teaching Activity according to the Level of Self-Directed Learning in Higher Education Using the IPA Technique

성은모,최지은 한국교육공학회 2021 Educational Technology International Vol.22 No.1

The purpose of this study was to identify learners' perception of teaching activities in online classes that were forcibly switched due to COVID-19, and to compare and analyze differences in importance and performance of online teaching activities according to the level of selfdirected learning in university students. To address these goals, 31 university students who took courses operated as online classes at university participated in this study, and the collected data were analyzed according to IPA procedures and methods. As a result, for online teaching activities, class attendance check and encouragement, clarity of class objectives, the ability to deliver the content of learning, and the ability of the instructor to deliver lectures were identified as factors to be constantly emphasized. Depending on the level of self-directed learning, there were significant differences between importance and performance in high level learners' interaction strategy with instructor, interaction strategy with learner, and timely provision of instructor's feedback. On the other hand, there was no significant difference between the importance and performance of online teaching activities for learners with a low level of self-directed learning. Based on these research results, several implications for the design of effective online teaching activities in future university education were proposed.

에듀테크 기반 학생 정서지원 모델 개발 연구

성은모,이성혜,김명섭,길혜지,강수미,박정현 한국교육공학회 2023 교육공학연구 Vol.39 No.2

This study aims to develop an edutech-based emotional support model for students. In the context of education, it promotes the educational use of edutech to support students’ healthy emotional development by overcoming their emotional problems in educational situations, starting with an awareness of their psychological and emotional issues after the COVID-19 pandemic. The use of edutech for student emotional support has the educational potential of providing timely feedback by collecting, analyzing, and monitoring information on students’ emotions. In this study, the student emotional support model was first developed and validated by collecting insights from a literature review, field experts, psychological counseling experts, and educational technology experts. Based on this model, a strategy to utilize edutech was developed and validated. Results indicated that the basic process of the edutech-based student emotional support model consisted of emotion awareness–emotion recognition–emotion regulation and expression based on the appraisal theory of emotion. This study also devised general principles and emotional support activities for each emotional support stage and developed a method of using edutech. Emotion awareness included skills to diagnose and understand emotions. Emotion recognition included recording techniques to identify the cause of emotions. Emotion regulation and expression included emotion recognition, introspection, and requests for help. Also, the model involved the use of technologies such as monitoring, feedback, and compensation for emotional support. Through these findings, this study presented its significance and implications and provided some suggestions for future research.

영재 학습자의 자기주도학습역량 특성 탐색

성은모,채유정,이성혜 韓國英才學會 2017 영재교육연구 Vol.27 No.3

The purpose of this study was to investigate the characteristics of self-directed learning competence as a characteristic of learners who are classified as gifted. Although the studies so far attempted to characterize the giftedness itself, this study tried to confirm the characteristics of the gifted learners in the process of their learning rather than the characteristics of the giftedness itself in terms of self – directed learning competency. The research questions of this study are as follows: 1) What does learning mean for gifted learners, 2) How does gifted learners perform the general learning process, 3) Gifted learners to remember and understand their knowledge (cognitive, meta-intellectual, emotional, and behavioral learning strategies). For this purpose, we conducted an in - depth interview with 18 middle and high school students who completed the a Gifted Education Program and analyzed the qualitative data. The analysis used the theme analysis method to derive the topics found in the interview contents and to classify the related contents based on the topics. As a result, the characteristics of the self-directed learning competency of the gifted learners are 'Learning value system with a sense of knowing about a interested field', 'self-reflection strategy based on excellent meta-cognition and cognitive control ability', 'learning strategy inquiring origin of knowledge', and 'self- management strategy through behavior and emotional control'. 이 연구는 영재들이 학습을 수행해가는 실제적인 특성으로서의 자기주도학습역량에 대한 특성을 규명하고자 하였다. 지금까지 영재교육에서의 논의는 영재 그 자체의 특성을 규명하려는 노력이 이루어져 왔으나, 이 연구는 한 단계 더 나아가 영재 그 자체의 특성보다는 영재들이 학습을 수행하는 과정에서 나타나는 특성을 ‘자기주도학습역량’의 관점에서 확인하고자 하였다. 본 연구의 연구문제는 1) 영재 학습자들에게 있어서 학습이란 어떤 의미인가, 2) 영재 학습자들이 수행하는 일반적인 학습과정은 어떻게 이루어지는가, 3) 영재 학습자들이 학습을 수행하는데 있어 지식을 기억하고 이해하기 위해 어떠한 학습전략(인지적, 메타인지적, 정서적, 행동적 학습전략)을 사용하는가 였다. 이를 위해 K 영재교육 프로그램을 최우수 성적으로 이수한 중, 고등학생 18명을 대상으로 심층인터뷰를 실시한 후 이를 분석하였다. 분석은 인터뷰 내용 상 공통적으로 발견되는 주제를 도출하고, 그 주제들을 중심으로 관련 있는 내용을 묶어 인터뷰 내용을 분류하는 테마분석 방법을 활용하였다. 분석 결과, 영재 학습자들이 보이는 자기주도학습역량은 ‘명확한 분야에 대한 앎의 의미를 둔 학습가치 시스템’, ‘탁월한 메타인지와 인지조절 능력 기반의 자기성찰 전략’, ‘지식본질 탐구중심의 학습전략’, 그리고 ‘행동 및 정서 통제를 통한 자기관리 전략’ 등과 같은 4가지 핵심영역으로 분류되었으며 이에 따른 독특한 전략적 학습특성이 확인되었다.

청소년 안전사고 대응역량 개발 및 진단도구 타당화

성은모,서동인 미래를 여는 청소년학회 2017 미래청소년학회지 Vol.14 No.4

Safety accidents can happen to anyone, anytime, anywhere. Thus, the ability for youths to prevent and respond to safety accidents is becoming an essential competence in their lives. The purposes of this study were to identify concept and indicator or youth safety competency(YSC) and to validate measurement tools for youth safety competency(YSC) as youth safety competency questionnaires(YSCQ). To address those goals, 6 youth activity specialists and 3 competency modeling experts were participated in this study to develop concept and indicator for youth safety competency(YSC) based on the literature review. Also, 401 youths were participated in the study to validate the YSCQ by survey. As results, the 4 competencies and 9 sub-competencies were developed and validated 42 items for YSCQ; Safety knowledge (knowledge for accident situation, procedural knowledge to use of safety tools) was 8 items, safety-oriented value(information gathering for accident factor, risk-sensitive about accident, recognition of importance on safety) was 12 items, psychology control ability(situational optimism, norms compliance) was 10 items, Accident-solving ability(situational judgment, accidents response ability) was 12 items. The results of this study are expected to contribute to enhance the systematicity of youth safety education such as establishment of strategy and support plan for youth safety education, development of youth safety education model.

[토론] 「단위학교 학생 개인 맞춤형 진로서비스를 위한 체제적 접근」에 대한 토론

성은모 한국진로교육학회 2014 한국진로교육학회 학술대회지 Vol.- No.-

대학교육에서 산업형 융합인재 육성을 위한 융합프로젝트 교수학습모형 탐구

성은모,오헌석,김윤영 한국교육방법학회 2013 교육방법연구 Vol.25 No.3

창조경제는 융합을 통한 새로운 부가가치의 창출과 이를 가능하게 하는 산업형 융합인재의 육성을 요청하고 있다. 정부는 새로운 산업 패러다임에 대응하기 위해 2013년부터 ‘산업융합 특성화 인재 양성’사업을 추진하고 있고, 각 대학은 융합학과를 신설하거나 프로그램을 도입하고 있다. 때문에 학문간 경계를 허물고 새로운 지식을 창출하는 융합교육이 대학교육의 핵심이슈로 부각되고 있으며, 융합관련 학과를 신설하고, 다양한 융합교육프로그램을 도입하는 과정에서 새로운 교수학습방법의 개발과 적용이 핵심문제가 되고 있다. 이러한 맥락에서 본 연구에서는 산업형 융합인재육성을 위한 교수학습모형으로-융합프로젝트 교수학습모형을 탐구하였다. 본 연구에서 제시하는 교수학습모형은 국내에서 2004년부터 고등교육수준에서 최초로 융합학과를 신설하여 10년여 동안 융합교육을 실시하여 온 A대학교의 교수학습방법 사례를 실증적으로 분석하였다. 융합프로젝트 교수학습모형은 사전 협력적 교수설계 및 개발과 융합프로젝트 교수학습활동으로 크게 구분되며, 사전 협력적 교수설계 및 개발의 과정은 융합프로젝트 교수학습활동을 하기 위한 준비 단계로써 융합프로젝트 교수학습을 위한 학습자, 학습내용, 학습환경 등을 분석하고 교수학습전략을 설계하는 과정을 의미하며, 융합프로젝트 교수학습활동의 과정은 기업의 비즈니스 문제를 대학의 다양한 전공분야의 지식과 기술을 융합하여 해결함으로써 학습자의 협력적 융합문제해결 역량을 신장시키기 위한 단계별 교수학습활동의 내용 및 전략을 상세하게 제시하였다. 이러한 교수학습모형을 바탕으로 보다 교육현장에서의 적용 가능성을 높이기 위한 고려사항 몇 가지를 제시하였다. The purpose of this research is to suggests an instructional model of teaching company scheme based convergence project for cultivating industrial convergence talent. To address this goal, the present study attempts to suggest apractical instructional model by analyzing the real case of convergence education that was linked with industrial business needs and engineering department of A university in Korea, which has been conducting convergence education in higher education since 2004. As a result, there was developed an instructional model of teaching company scheme based convergence project that is constructed two part. Oner part is advance collaborative instructional design that is make up teaching staff, invite company, and collaborative instructional design with professors and business staff, which process include teaching and learning strategies to analyze and design refers for convergence project teaching and learning and also it is to analyze learner analysis, learning content, learning environment. The other part is teaching and learning strategies for convergence project that is explain of instructional model of convergence project, teaching professor and business staff, organize team and team building, select topic of convergence project, plan and present of convergence project, role sharing of team task, perform individual task, perform collaborative task, interim presentation, redo individual and collaborative task, final presentation and evaluation, which process present step by step teaching and learning activities and strategies to improve learners' collaborative convergence problem-solving skills. Based on this instructional model, there were suggested some considerations in orderto increasing applicability in higher education context.

영재학습자의 자기주도학습역량 요인 및 측정도구의 타당화

성은모,이성혜 한국영재학회 2020 영재교육연구 Vol.30 No.1

본 연구의 목적은 영재학습자의 자기주도학습역량의 특성에 대한 요인을 규명하고, 영재학습자 중에서도 최우수 학습성과를 구분 짓는 자기주도학습역량의 결정요인을 확인하고자 하였다. 이를 위해 선행연구에서 도출된 영재학습자 학습특성을 관찰가능한 행동특성으로 진술한 자기주도학습역량 문항을 개발하여 요인분석을 통해 타당화하고자 하였다. 또한 온라인 영재교육과정 평가등급 상위 10%의 최우수 성과자를 구분 짓는 자기주도학습역량의 결정요인을 분석하였다. 본 연구에는 2018년 K 영재교육원의 온라인 영재교육과정을 이수한 중학생 192명이 참여하였다. 연구결과 영재학습자의 자기주도학습역량 요인은 인지적 학습기술, 다양한 관련정보탐색 학습, 자기학습 스타일 인식, 도전과제 선호, 지적 호기심, 지식연결 유용성 인식, 메타인지 기술, 자기관리, 학습가치, 학습몰입 등 총 10개의 요인으로 나타났다. 학업성취도에 있어 상위 10%에 속하는 최우수 성과자를 구분 짓는 자기주도학습역량의 결정 요인은 ‘인지적 학습기술’로 확인되었다. The purpose of this study was to identify the characteristics of self-directed gifted learners and determine critical factors that distinguish the best learning outcomes. For this purpose, we developed a competency questionnaire that stated the learning characteristics of gifted learners derived from previous studies as observable behavioral characteristics and tried to validate them through factor analysis. In addition, we analyzed the determinants of self-directed learning competency that distinguished the top 10% of gifted learners based on the evaluation result. 192 middle school students who completed a K online gifted learning program in 2018 participated in the study. As a result, 10 major qualities the students possessed were: 1) high-level cognitive learning skills, 2) learned while exploring a variety of related information, 3) awareness of self-learning styles, 4) preferred challenging tasks, 5)intellectual curiosity, 6) meta-cognitive skills, 7) awareness of knowledge connections, 8) self-management, 9) learning value, and 10) learning flow. Among those factors, cognitive learning skills are identified as critical competencies to distinguish the top 10% of gifted learners. Based on the results, implications and suggestions of the study were discussed.

비대면 온라인 프로젝트학습 교수학습모형 개발 연구

성은모,백민정,최지은 한국교육방법학회 2021 교육방법연구 Vol.33 No.1

Starting from the spring of 2020, the COVID‐19 has been changing the paradigm of education on South Korea. While Untact is establishing itself as a new normal, there is a growing possibility that nonfacetoface learning will become common in the form of online distance education. Therefore, in a nonfacetoface learning situation, what meaningful learning experiences should be provided to learners is emerging as an important issue. In this regard, online project learning in a nonfacetoface learning situation is recognized as one of the teaching and learning methods that can provide a meaningful learning experience. Therefore, this study attempted to derive components of teaching and learning activities for online project based learning, and to develop strategies for utilizing online support tools that can promote learning activities in the context of untact situation as nonfacetoface. For this, a development research method was applied. As a result, The non facetoface online project based learning model was developed into five areas: online project preparation, topic selection and problem identification, data search and problem solving, product development and problem solving, and evaluation and reflection. In addition, the model consisted of 15 subprocedures, and was developed including 24 activity elements. Based on the results of this study, several strategic implications for the effective operation of the teaching and learning model for future nonfacetoface online project based learning were suggested. 코로나 19는 교육의 패러다임을 새롭게 변화시키고 있다. 비대면 학습(Untact)이 뉴노멀(New normal)로 자리매김하고 있는 가운데, 비대면 학습은 온라인 원격교육의 형태로 보편화 될 가능성이 커지고 있으며, 비대면 학습상황에서 어떠한 유의미한 학습경험을 학습자들에게 제공해야할 것인가는 중요한 이슈로 등장하고 있다. 이와 관련하여 비대면 학습상황에서의 온라인 프로젝트 학습은 유의미한 학습경험을 제공할 수 있는 교수학습방법 중의 하나로 인식되고 있다. 이에 이 연구에서는 비대면 온라인 프로젝트 교수학습을 위한 교수학습활동의 구성요소를 도출하고, 학습활동을 촉진시킬 수 있는 온라인 지원도구의 활용 전략을 개발하고자 하였다. 이를 위해 개발연구방법을 적용하였으며, 그 결과, 비대면 온라인 프로젝트 교수학습모형은 온라인 프로젝트 준비, 주제선정 및 문제확인, 자료탐색 및 문제해결, 결과물 개발 및 문제해결, 그리고 평가 및 성찰 등과 같이 5가지 영역으로 구분되고, 15개의 하위절차로 구성되었으며, 24개의 활동요소가 포함되어 개발되었다. 이 연구결과를 바탕으로 향후 비대면 온라인 프로젝트 교수학습모형의 효과적인 운영을 위한 전략적 시사점을 몇 가지 제언하였다.

청소년 대상 체험형 통일교육 프로그램 개발

성은모,허 균,정효정,김주희,김종운 학습자중심교과교육학회 2015 학습자중심교과교육학회 학술대회 Vol.2015 No.3