서울대학교 학습과학연구소

연구

연구
논문

권한이 없습니다.

2025.10.22

2024년 학습과학연구소 대표 논문
(1) 박소미, 신부경, 김미송, 조영환. (2024). 온라인 협력적 문제해결에서 고수행 집단과 저수행 집단 간 상호작용 패턴의 차이. 교육정보미디어연구, 30(3), 837-859.초록협력적 문제해결은 미래 핵심 역량으로, 실세계의 문제가 점차 복잡하고 다양해지는 상황에서 크게 주목받고 있다. 학습자의 자율성이 높은 온라인 환경에서 협력적 문제해결이 효과적으로 이루어지기 위해서는 서로 다른 아이디어를 공유 및 통합하고 전체적인 협력의 절차를 조절할 필요가 있는데, 이러한 과정이 성공적이지 않으면 협력적 문제해결의 수행 결과가 만족스럽지 못할 수 있다. 본 연구에서는 온라인상의 협력적 문제해결 수행 수준을 구분하고 각 수준에 따라 집단 내에서 학습자들이 보이는 상호작용 패턴을 비교하여 차이를 분석함으로써 효과적인 협력적 문제해결 수행을 지원하기 위한 교육적 시사점을 도출하고자 하였다. 이를 위해 두 명의 학습자를 한 집단으로 하여 총 25팀의 온라인 협력적 문제해결 과정에 대해 상호작용 유형별 소요 시간을 산출하고, 유형 간 연결성 패턴을 나타내는 인식론적 연결망 분석(epistemic network analysis)을 실시하였다. 협력적 문제해결에서 고수행 집단은 과제 내용 조절을 활동 후반에 더 많이 수행하였고, 저수행 집단은 정보 공유와 과제 수행 조절을 활동 중반에 더 많이 수행하였다. 상호작용 유형의 연결성 패턴 분석 결과, 고수행 집단은 해결안 작성을 중심으로 정보 공유, 협상, 과제 내용 조절의 연결성이 높게 나타났으며, 공감과 과제 수행조절 및 해결안 작성 간 연결성이 두드러졌다. 저수행 집단은 문제 정의를 중심으로 과제 내용 조절, 과제 수행 조절이 강한 연결성을 보였다. 본 연구 결과를 바탕으로 학습자들의 온라인 협력적 문제해결을 돕기 위한 구체적인 교육적 지원에 대한 시사점을 제공할 수 있다.AbstractCollaborative problem solving (CPS) is increasingly recognized as a key competence for the future, especially as problems in the real world become more complex and ill-defined. In online environments, where learner autonomy is heightened, effective CPS entails the sharing and integration of different ideas, as well as regulation of the overall process. Failure in these aspects can result in unsatisfactory outcomes for CPS. This study compared the interaction patterns between groups of different levels (high and low performing groups) to draw educational implications for effective CPS. To this end, the CPS processes of 25 teams, each including a pair of learners, were analyzed with statistical analysis based on time spent on each interaction pattern category and epistemic network analysis on the connection patterns between categories. The findings reveal that groups with higher levels of CPS performance performed task content regulation later in the activity, whereas groups with lower performance participated in information sharing and procedure-related regulation in middle time periods. The results for connection pattern analysis of interaction categories showed that high performing groups showed prevalent connections of information sharing, negotiation, and task content regulation with solution writing. Groups with lower performance showed stronger connections between problem definition and task content regulation or task process regulation. The results of this study provide implications for specific educational practices to facilitate online collaborative problem solving.(2) Yuk, K., Lim, J., & Moon, H. Y. (2024). Comparing the effects of resistance and aerobic exercise on mood-related symptoms and EEG activity in young healthy adults: A non-randomized pilot study. Mental Health and Physical Activity, 27, 100626.AbstractBackground and aimsExercise offers several benefits in combating mood-related symptoms in humans. Participation in various types of physical activity improves brain and mental health. However, the different effects and mechanisms depending on the type of exercise on an individual's mood and brain remain unclear. This pilot trial aimed to reveal the feasibility of the effects of resistance and aerobic exercise on mood-related symptoms and explain the different patterns of brain waves.MethodsThis 15-week single-arm pre-test/post-test trial including 3 measurement periods was held in Seoul, Republic of Korea. Overall, 18 healthy participants aged 19–29 years were recruited. After 6 weeks of respective aerobic and resistance exercise, anxiety/depression-related questionnaire scores and electroencephalography (EEG) changes were measured (single blinded outcome assessment). Specifically, changes in frontal alpha asymmetry (FAA), absolute band power of beta waves, and theta waves were measured in the prefrontal and frontal regions, which play a critical role in regulating mood and cognition.ResultsResistance exercise resulted in a significant reduction in Beck Depression Inventory-II scores (p = 0.002, effect size = 0.76) while significant improvement was shown in Beck Anxiety Inventory scores (p = 0.01, effect size = 0.77) after aerobic exercise. In regarding EEG analysis, ten participants completed the assessment. After resistance exercise, there was a significant elevation in frontal beta waves (p = 0.01, effect size = 0.81). Aerobic exercise did not result in significant EEG changes. There were no adverse events related to study participation.ConclusionOur findings suggest that resistance and aerobic exercises may be feasible for the alleviation of mood-related symptoms and EEG activities. As our pilot trial has a small sample size and did not include a control group, future research that accurately reflects the effects of different types of exercises on mood symptoms and changes of EEG activities is required.(3) 이성식, 임종욱, & 유연주. (2024). 학교 현장에서의 서술형 답안 군집화의 성능 향상을 위한 기법 연구: 토크나이저와 변인 추출을 중심으로. 학교수학, 26(4), 545-566.초록교사가 학교 현장에서 서술형 평가를 채점할 때, 학생 답안을 자동으로 해결 전략별로 분류하거나 군집화할 수 있는 모델이 있다면 서술형 평가 운영에 큰 도움이 될 것이다. 수학과 서술형 답안 군집화 방법에 관한 여러 연구가 진행되었으나, 수학과 서술형 답안의 특징을 온전히 반영하지 못하여 성능 개선의 여지가 존재하는 상황이다. 이에 본 연구에서는 기존의 서술형 답안의 군집화에 쓰인 방법을 개선하고자 수학 교과에 더욱 적합한 토크나이저 구축 방법과 수식의 변인을 N-gram으로 추출하여 군집화에 활용하는 방법을 제안하였다. 제안한 방법의 효과를 확인하기 위해 5개의 서술형 문항에 대한 답안을 수집하여 기존의 방법을 적용한 군집화 모델과 성능을 비교한 결과, 새로운 토크나이저와 변인 추출 방법 모두 대부분의 군집화 모델의 성능을 유지시키거나 향상시키는 것을 확인할 수 있었다. 본 연구는 수학과 서술형 답안의 특성을 반영한 토큰화 및 변인 추출 기법으로 서술형 채점 보조를 위한 답안 군집화의 성능을 향상시킬 수 있음을 보였다는 점에서 의의를 가진다.AbstractA model capable of automatically categorizing or clustering student responses based on solution strategies would significantly benefit the operation of descriptive assessments in schools. Although research on clustering methods for descriptive answers has been conducted, there is still room for improvement as these methods have not fully reflected the unique characteristics of mathematical descriptive answers. Accordingly, this study proposes a method to improve existing clustering approaches by developing a tokenizer more suitable for mathematics and utilizing N-gram extraction of variables in mathematical expressions for clustering. To verify the effectiveness of the proposed method, responses to five descriptive questions were collected, and the performance of clustering models applying the proposed method was compared with existing approaches. The results demonstrated that the new tokenizer and feature extraction method maintained or improved performance across most clustering models. This study is significant in demonstrating that incorporating the characteristics of mathematical descriptive answers into tokenization and variable extraction techniques can enhance clustering performance, providing an effective approach for grading assistance in descriptive assessments.(4) Min, K., & So, Y. (2024). Exploring Performance Assessment: Teacher Beliefs versus Classroom Practices in Korean Secondary English Education. English Teaching, 79(4), 55-77.AbstractThis study examines the beliefs and practices regarding performance assessment among Korean English teachers in secondary schools. A survey was conducted with 109 teachers using a 52-item online questionnaire to investigate the extent to which teachers' beliefs align with their instructional practices and to categorize them based on these criteria. Although teachers acknowledge the pedagogical advantages of performance assessment, a significant gap exists between their beliefs and actual implementation, primarily due to the considerable time required for its execution. Teachers with longer tenure and higher qualifications demonstrated a more positive and effective application of performance assessment. The findings highlight the necessity for targeted professional development to enhance teachers' use of performance assessment strategies, especially for those who are skeptical about their effectiveness. Such initiatives are essential for bridging the gap between beliefs and practices, fostering an environment that promotes the effective use of performance assessment, and ultimately improving teaching quality and student learning outcomes in Korean English education.(5)Lee, K., & Citron, F. M. (2025). Riding the emotional rollercoaster? Emotions in online doctoral studies. Studies in Continuing Education, 47(2), 379-402.AbstractThis multi-year mixed-method research explores the first-year online doctoral students’ emotional experiences. Forty-eight students who embarked on a fully online doctoral programme between 2018 and 2022 completed a questionnaire four times across the first six months – the most critical period for students to decide whether to continue their studies. The questionnaire quantitatively measured the intensity of 36 different emotions felt by each student in two contexts, respectively related to ‘doctoral studies’ and ‘life in general’. Participants also qualitatively recorded their responses to the most intense emotions, detailing reasons for such experiences. Based on quantitative data, a principal component analysis extracted five meaningful clusters: Positive emotions, Negative cognitive emotions, Negative gut reactions, Isolation, and Intrigued. Repeated-measures ANOVAs with each cluster as dependent variable showed meaningful patterns and changes depending on context and across the four time points. The qualitative data was analysed using a constant comparative method, providing deeper insights into online doctoral students’ emotional experiences. The results highlight that, although students undergo many negative emotions, those emotions do not always lead to negative experiences. Engaging with new academic challenges and other doctoral students with similar aspirations makes them feel much more positive and less isolated in their studies than in their general lives.(6) 김효은, 이상은, 최나야. (2025). 취학 전년도 시간사용 프로파일에 따른 초등 1 학년 아동의 학업수행능력 차이. 유아교육연구, 45(1), 75-93.초록본 연구는 취학 전년도 아동의 사교육, 미디어이용, 놀이 시간사용 유형을 파악하고, 유형에 따른 취학 후 학업수행능력의 차이를 비교하였다. 이를 위해 한국아동패널 7차년도와 8차년도 자료에서 총 1,011명의 데이터를 활용해 잠재프로파일분석과 공분산 분석을 실시하였다. 분석 결과, 첫째, 취학 전년도 아동의 시간사용 유형은 ‘사교육 쏠림형’, ‘균형적 평균형’, ‘아날로그놀이 선호형’의 3개 유형으로 구분되었다. 둘째, 초등 1학년 아동의 학업수행능력은 ‘아날로그놀이 선호형’이 가장 높았고, ‘균형적 평균형’이 가장 낮았다. 본 연구는 유아기 놀이 시간의 중요성을 시사하며, 사교육과 미디어이용 시간을 줄이고 충분한 놀이 시간을 확보하는 것이 초등 입학 후 학업수행능력에 긍정적임을 실증적으로 밝히며, 유 · 초 전이기 아동의 시간사용 전략 수립에 의미 있는 정보를 제공한다.AbstractThe purpose of this study was to explore time-use profiles consisting of private education, media, and play time of five-year-old children in the year prior to school entry. A comparison was made on the academic performance associated with these profiles in the first year of school. Latent profile, and ANCOVA analysis were conducted on a sample of 1,011 children from the 7th and 8th waves of the Panel Study on Korean Children. The results showed three distinct profiles: “private education time-use,” “balanced time-use,” and “play-based time-use.” The “play -based time-use” profile outperformed the “balanced time-use” profile in academic performance. This study underscores the importance of playtime during early childhood, highlighting that private education and media usage are not as crucial for young children’s academic success.
2024.03.17

2023년 학습과학연구소 대표 논문
(1) Kim, J., & Cho, Y. H. (2023). My teammate is AI: Understanding students’ perceptions of student-AI collaboration in drawing tasks. Asia Pacific Journal of Education, 1-15.AbstractEducators expect artificial intelligence (AI) to augment student capabilities and rapidly transform teaching and learning practices. However, little is known about students’ perceptions of AI and what they expect from AI in student-AI teaming. There is a lack of holistic understanding of the nature, effects, and areas of improvement in teamwork by students and AI on learning. This study aims to explore students’ perceptions and experiences about student-AI collaboration (SAC) to provide effective measures for the successful integration and implementation of SAC. In-depth interviews were carried out with 20 undergraduate students in South Korea after a drawing task with AutoDraw. This study found that students expected AI to serve various roles, including a learning mate, a tutor, and an effective tool to complete the task during SAC. Students perceived that SAC could benefit both the students’ affective domain and task performance. In contrast, students addressed multiple barriers to SAC both from the AI-related and student-related aspects. These findings can provide insights into the dynamic interaction between students and AI for problem-solving performance and meaningful learning. This study also provides implications on AI literacy education and the design of educational AI that can be made pedagogically rich to enhance student-AI teams.(2) 박철규, 이승용, 홍훈기. (2023). 보일의 법칙 설명에서 사용되는 충돌횟수의 의미에 대한 분석. 현장과학교육, 17(5), 481-491.초록:본 연구에서는 고등학교와 대학교의 화학 교과서에서 보일의 법칙을 기체 분자 운동론의 관점에서 어떻게 설명하고 있는지를 조사하고, 이론적 분석을 통해 이들 교과서에서 사용하는 ‘충돌횟수’가 구체적으로 어떤 물리량(즉, 어떤 의미)를 지칭해야 하는지를 제안하였다. 연구 결과, 고등학교의 화학 I/화학 II 교과서와 대학교의 일반화학 교과서에서는 일반적으로 기체 부피와 분자의 충돌횟수가 반비례 관계에 있다고 표현했지만, 이때 사용되는 충돌횟수의 개념은 종종 그 의미가 달랐다. 7차, 2009 개정, 2015 개정 교육과정의 화학 I/화학 II 교과서 14종과 일반화학 교과서 6종에서는 충돌횟수를 ‘단위 시간당 충돌횟수’(wall collisions per unit time, WCT)의 의미로 사용하였고, 화학 I/화학 II 교과서 3종과 일반화학 교과서 1종은 총돌횟수를‘단위 면적당 단위 시간당 충돌횟수’(wall collisions per unit area per unit time, WCAT)의 의미로 사용하였다. 화학 I/화학 II 교과서 5종과 일반화학 교과서 3종은 WCT와 WCAT의 두 가지 의미를 혼용하기도 하였다. 이에 기체 부피와 WCT/WCAT의 관계를 이론적으로 분석한 결과, WCT보다 WCAT가 충돌횟수의 의미로서 더 적절하다는 사실이 드러났다. 충돌횟수가 오직 WCAT의 의미로 해석될 때에만 비로소 부피와 충돌횟수의 반비례 관계가 모순되지 않았다.Abstract:In this study, we investigated how high school and university chemistry textbooks describe Boyle’s law in terms of kinetic molecular theory and suggested which physical quantity the term ‘number of collisions’ in these textbooks should specifically refer to. This study shows that high school Chemistry I/Chemistry II textbooks and university chemistry textbooks generally express that the volume and the number of collisions are inversely proportional, but the concept of the number of collisions used at this time is often different in meaning. Fourteen Chemistry I/Chemistry II textbooks of the 7th, 2009, and 2015 revised curricula and six general chemistry textbooks used the number of collisions as the meaning of ‘wall collisions per unit time’ (WCT), and three Chemistry I/Chemistry II textbooks and one general chemistry textbook used the number of collisions as the meaning of ‘wall collisions per unit area per unit time’ (WCAT). Five Chemistry I/Chemistry II textbooks and three general chemistry textbooks used both meanings of WCT and WCAT. A theoretical analysis of the relationship between volume and WCT/WCAT indicates that WCAT is more appropriate for the concept of the number of collisions than WCT. The inverse relationship between volume and the number of collisions becomes non-contradictory only when the ‘number of collisions’ is understood as WCAT.(3) 고보경, 황윤정, 정예일, 최서용, 김기택, 임철일. (2023). 영어과 예비 교원의 인공지능 융합교육역량 향상을 위한 교육프로그램 개발. 교육정보미디어연구, 29(4), 1037-1065.초록본 연구는 인공지능 융합교육이 강조되는 사회적 요구에 맞추어 영어과 예비 교원의 인공지능 융합교육역량을 향상시키기 위한 교육프로그램을 체계적으로 개발하고 그 효과를 확인하는 데 목적을 둔다. 이를 위해 선행문헌 분석과 관련 전문가, 교사 및 학생 대상 면담을 통해 초기 교육프로그램을 도출하였다. 이후 영어교육 전문가 4인, 교육공학 전문가 2인, AI·디지털 교육 전문가 4인을 대상으로 교육프로그램에 대한 전문가 타당화를 실시하여 최종 교육프로그램을 도출하였다. 개발된 교육프로그램의 효과성 검토를 위해 S대학 사범대학 언어교육계열 학부 및 대학원생 18명을 대상으로 개발된 교육프로그램을 10일간 실행하였으며, 사전-사후 효과성 평가와 만족도 설문을 실시하였다. 연구결과 5개 모듈로 구성된 교육프로그램에 대하여 5점 만점 중 평균 4.67의 만족도를 보였으며, 학습자의 AI에 대한 태도, AI 교수 효능감, AI·디지털 역량 3가지 척도에서 유의한 변화가 관찰되었다. 본 연구는 교원양성대학의 예비 교원 대상 인공지능 융합교육역량 향상을 위한 교육프로그램의 체계적 개발 절차를 제시하고, 교육 내용 및 실행 측면에서 영어 교과를 중심으로한 실제적 사례를 제시하였다는 데 의의가 있다.AbstractThis study aims to systematically develop an educational program to enhance the AI convergence education competencies of pre-service English teachers in response to the societal demand for AI convergence in education, and to explore its effectiveness. Initial educational programs were derived through analysis of previous literature and interviews with relevant experts, teachers, and students. Subsequently, the educational program was finalized through expert validation involving four English education experts, two educational technology experts, and four AI/digital education experts. To examine the effectiveness of our program, it was implemented over ten days with 18 undergraduates and graduate students from the College of Education at S University, followed by a pre-post effectiveness evaluation and satisfaction survey. The results showed a high satisfaction score, averaging 4.67 out of 5, for our program composed of five modules, and significant changes were observed in three measures: attitudes towards AI, AI teaching efficacy, and AI·digital competency. This research provides a systematic development procedure and practical case for educational programs designed to enhance the AI-integrated education competencies of pre-service teachers and presents a practical example of English education focusing on the content and implementation of the program.