비대면 교육 몰입도 향상을 위한 교육 방안에 대한 연구

This study aimed to identify the mechanism by which learners achieve flow in non-face-to-face lectures, which are actively utilized in universities to enhance lecture diversity and flexibility. Unlike face-to-face lectures, non-face-to-face lectures are characterized by their freedom from specific time and space constraints. Taking this core perspective into account, the study established a specific research model focusing on flow in classes, which is composed of concentration, loss of self-consciousness, and time distortion. In this model, the interest in the lecture was set as an independent variable, and the students' academic performance (measured as grades) was set as a dependent variable. Flow-reinforcement factors and flow-interruption factors were introduced as moderating variables to explain the positive and negative influences on the relationship between lecture interest and flow. Among the eight hypotheses proposed, including those related to the detailed concepts constituting flow, six were accepted. The results showed that interest in the lecture positively influences flow, which, in turn, affects students’ academic performance. In non-face-to-face education, flow-interruption factors were found to negatively impact concentration and loss of self-consciousness during flow. Conversely, flow-reinforcement factors positively influenced the experience of losing self-consciousness and time distortion during flow. Based on these findings, non-face-to-face educational institutions and schools should consider incorporating real-time interaction functions while taking into account the perspectives of the system, educators, and learners to provide effective services.