게이미피케이션과 마이크로러닝을 활용한 K-MOOC 수업이 몰입과 학습지속의향에 미치는 영향

• 영문명: Effects of K-MOOC course using gamification and micro-learning on flow and persistent learning intention
• 발행기관: 한국영어교과교육학회
• 저자명: 박은정 김희진
• 간행물 정보: 『영어교과교육』22권 2호, 65~96쪽, 전체 32쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2023.05.31

영문 초록

The purpose of this study is to examine effects of interaction with the online content based on gamification and micro-learning and learning motivation on flow and persistent learning intention on K-MOOC(Korean Massive Open Online Course). The participants of this study were 212 adult learners from the ‘Convention English Writing’ course offered by C Cyber University. The data were obtained through an online questionnaire of participants’ self-reported learning experiences in the course. Through factor analysis, internal motivation, external motivation, gamification, micro-learning, and learning support & knowledge sharing were determined as independent variables, and dependent variables were determined for flow and learning intention. Multiple regression analysis was conducted to analyze the influence of interaction factors and learning motivation on flow and persistent learning intention. The results of this study are as follows. Firstly, the variables that influence flow are gamification and micro-learning. Secondly, external motivation and internal motivation have a statistically significant effect on learning intention. These findings provide the basic data necessary for the future development of K-MOOC English education courses. The results suggest that gamification- and micro-learning based lectures may be a feasible alternative to overcoming the low completion rate of K-MOOC. In subsequent studies, it is necessary to investigate the generalizability of the research model used in this study.

목차

I. 서론

II. 이론적 배경

III. 연구 방법

IV. 연구 결과

V. 논의

V. 결론 및 제언

참고문헌

키워드

케이무크 게이미피케이션 마이크로러닝 몰입 학습지속의향 K-MOOC gamification micro-learning immersion learning intention