Journal of Digital Convergence (디지털융복합연구)

The Society of Digital Policy and Management (한국디지털정책학회)
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The Educational Implementation of e-Learning System Applying the Theory of Motivation - With Focus on "Interest" and the "Self-Determination Theory"

동기 이론이 적용된 e-Learning system의 교육적 실천: 흥미와 SDT를 중심으로

  • Received : 2018.09.05
  • Accepted : 2018.11.20
  • Published : 2018.11.28
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Abstract

This study examines and measures the enhancement of intrinsic motivation in learners who have been part of the e-Learning system (www.englishbuddy.kr) for elementary-level English learning, developed based on the systematic application of the motivation theory as dictated by 'interest' and 'self-determination' and put into practice at 3,100 private tutoring institutions. According to the survey conducted on 328 learners in the e-Learning system inspired by the motivation theory and on 150 learners in other English programs, the former was found to have stimulated 'interest' and satisfied 'psychological desire' in the learners, leading to the development of 'specific strategies to motivate learners.' The study has clearly identified how learners are better motivated in the e-Learning environment, demonstrating its contributions to advancing e-Learning, building a practical e-Learning system based on a systematic motivation theory defined by 'interest' and 'self-determination,' and applying the system to some 16,000 learners at 3,100 private tutoring institutions.

본 연구는 '흥미'와 '자기결정성 이론' 이라는 동기 이론을 체계적으로 접목한 초등 영어 e-Learning 시스템(www.englishbuddy.kr)을 개발하고, 이를 3,100개 학원에서 적용해 본 후 실제로 학습자의 내적 동기가 향상되었는가를 측정한 것이다. 동기 전략이 적용된 이러닝 시스템으로 학습한 학습자 328명과 다른 영어 학습 프로그램 학습자 150명의 설문지 조사 분석 결과, 동기 전략이 적용된 이 러닝 시스템이 학습자의 '흥미'와 '심리적 욕구'를 만족시키고 있다는 것이 밝혀짐으로써 '학습자의 동기를 높이는 동기 전략'이 구체화되었다. 본 연구를 통해 e-Learning 환경에서 학습자의 동기가 높아지는 특징이 명확해짐으로써, e-Learning 학습을 발전시키고, 또한 '흥미'와 '자기결정성 이론' 이라는 동기 이론을 체계적으로 접목한 e-Learning 시스템을 실제로 구축하고, 3,100개 학원, 16,000명 학습자에게 적용시켜 본 매우 실증적인 연구라는 점에서 그 연구 의의가 있다 하겠다.

Keywords

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Fig. 1. Animation storytelling and Series game of English Buddy title on the basis of persistence and selectivity

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Fig. 2. Overview of the English Buddy System

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Fig. 3. English Buddy log-in page

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Fig. 4. The motivational strategies on the process of learning in English Buddy

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Fig. 5. English Buddy institutions and students

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Fig. 6. Score Changes of Measures between Groups of Different Interest and Three Desires

Table 1. Test Subjects

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Table 2. Learning Period by Group

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Table 3. Credibility of the Motivational Strategy Concept

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Table 4. LevenHomogeneity of variance test

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Table 5. Score Changes of Measures between Groups of Different Interest and Three Desires

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Table 6. Correlation analysis

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