Journal of The Korean Association of Information Education (정보교육학회논문지)

Korea Association of Information Education (한국정보교육학회)
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A Study on the Variables Impacting Learning Continuation Intention in Students Participating in SW-Education

SW교육에 참가하는 학생의 학습 지속의도에 미치는 변인에 관한 연구

  • Song, Jeongbeom (Chungcheongnamdo Education Research and Information Institute)
  • 송정범 (충청남도교육연구정보원)
  • Received : 2018.01.12
  • Accepted : 2018.01.29
  • Published : 2018.02.28
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Abstract

The purpose of this study was to identify the variables that influence the intention of students to continue participating in SW education. Based on the TAM and reference to existing research on IT introduction, subjective norms, activity promotion conditions, programming related self-efficacy, perceived easy of use, and perceived usefulness were set as factors. We also tried to identify the structural causality between these factors and the intention to continue learning. The samples of this study were 204 elementary students participating in SW education. We collected our data by conducting web survey with these students for 1 month. Among the eight hypotheses set out in this study, the two hypotheses 'subjective norms will have a positive (+) effect on perceived ease of use' and 'perceived ease of use will have a positive (+) effect on Learning continuation intention' were rejected. The characteristics of the results are as follows. First, perceived ease of use indirectly influences learning intention through mediation of perceived usefulness. Second, in order to increase the intention of continuing learning, programming self-efficacy proved to be the most significant factor. The results of this study suggest that the usefulness of SW education and the programming self-efficacy of students should be improved for effective support of elementary school students' SW education.

이 연구의 목적은 SW교육에 참가하는 학생들의 학습 지속의도에 미치는 변인을 규명하는 것이었다. 이를 위해 기술수용모형에 기반하고 IT 도입 관련 기존 연구를 참고하여 주관적 규범, 활동촉진조건, 프로그래밍 관련 자기효능감, 지각된 용이성, 지각된 유용성을 요인으로 설정하고, 이 요인과 학습 지속의도 간의 구조적 인과관계를 규명하려 하였다. 연구 대상은 SW교육에 참가하는 초등학생 총 204명 대상이며, 1달간 웹 설문조사를 실시하였다. 이 연구에서 설정한 8개의 가설 중 '주관적 규범은 지각된 용이성에 정(+)의 영향을 미칠 것이다.'와 '지각된 용이성은 학습지속의도에 정(+)의 영향을 미칠 것이다.' 라는 2개의 가설은 기각되었다. 연구 결과 특징적인 점으로는 첫째, 지각된 용이성은 학습 지속의도에 직접적인 영향을 주지 않고 지각된 유용성을 매개로 간접적으로 영향을 주는 것으로 나타났다. 둘째, 학습 지속의도를 높이기 위해서는 직접적인 설명력이 가장 큰 요인은 프로그래밍 관련 자기효능감으로 나타났다. 이 연구 결과를 토대로 초등학생 SW교육의 효율적 지원을 위해서는 SW교육의 유용성과 학생들의 프로그래밍 자기효능감을 향상시키는 것이 중요하다는 것을 알 수 있었다.

Keywords

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