디자인전공 학생의 디자인 성취도에 대한 메타인지 기반 e-포트폴리오 구성 프로그램의 효과성 연구

This study was conducted based on the expectation that when making an e-portfolio, an essential requirement for design majoring students to apply for a job, a metacognition-based configuration program will help produce greater achievement in design. This study aimed to identify what effects a metacognition-based e-portfolio configuration program would have on design majoring students’ achievement in design. To that end, an experiment was conducted on the fourth-year students in the Department of Design at K University located in Chungcheongbuk-do for eight weeks from the first week in April to the last week in May, 2017. The students’ achievement in design was measured before and after the application of the program, and a 2 x (2) mixed variable analysis was conducted to verify the effects of the metacognition-based e-portfolio configuration program. Based on the pre- and post-tests conducted on the control and experimental groups, average trend graphs were created. The graphs displayed no apparent difference in the pre-test scores of all sub-factors between the control group and the experimental group, but a large difference in the post-test scores with the experimental group showing a considerable improvement in the students’ achievement in design. This suggests the effectiveness of a metacognition-based e-portfolio configuration program. In other words, it was found that a metacognition-based e-portfolio configuration program contributes to enhancing design-majoring students’ achievement in design.