긍정적 학습경험이 학생 인게이지먼트에 미치는 영향: 플립러닝 집중력의 매개효과와 확산형 학습자를 중심으로

초록

[Purpose] Although recent efforts such as the provision of video materials and activity-based learning have been introduced, a uniform approach that overlooks individual differences among learners has its limitations. This study aims to empirically examine whether the “Diverger” learning type is particularly well-suited to flipped learning. [Methodology] Among 412 undergraduate students, 293 students were classified as Divergers. The study analyzed how the experience of flipped learning affects student engagement. The analysis also tested the mediating and moderated mediating effects of concentration in flipped learning. [Findings] We found that concentration in flipped learning mediates the relationship between positive learning experiences and engagement. Notably, this moderated mediation effect was significant only among Diverger-type learners. [Implications] This study highlights that the effectiveness of flipped learning can vary depending on a learner’s cognitive style, emphasizing the need for personalized instructional design. It also reveals that Diverger-type learners are particularly well-suited to flipped learning.

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