대학 수업에서 학습몰입에 대한 국내 연구 동향 분석

초록

The purpose of this study is to identify the main factors utilized in learning engagement research and the instructional design strategies to promote learning engagement among university students. In addition, this study synthesizes these findings to propose a conceptual framework for learning engagement, suggesting a multifaceted set of factors to guide instructional design for learning engagement in college classes. To achieve this goal, we utilized Oga-Baldwin's (2019) learning engagement framework to conducted a systematic literature review of studies published in Korea on learning engagement in KCI-listed university classes from 2017 to 2022. Our findings show the number of learning engagement studies is increasing every year, and teaching strategies to promote learning engagement are being applied in various ways in university education. The antecedents of learning engagement can be classified into two categories: learner characteristics and learning environment characteristics. The outcome variables of learning engagement are learner satisfaction, learning attitude, learning competence, and academic achievement. Following a comparison of Fredricks et al.'s (2004) engagement theory and Csikszentmihalyi's (1990) flow theory, we present an integrated conceptual model of learning engagement in the Korean university classroom context. This study emphasizes the importance of learning engagement in university classes and presents an integrated conceptual model of learning engagement to promote learning engagement, providing a basis for instructional design and practice to understand and systematically apply various variables related to learning engagement in instructional design in the context of Korean university classes.

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