Earticle

코로나-19가 확산하면서 비대면 학습을 할 수 있는 스마트 러닝에 관한 관심이 증가하고 있다. 본 연구는 스마 트 러닝의 개념에 대한 이해와 스마트 러닝에 관련된 선행연구를 살펴보고, 코로나-19에 대한 사용자의 생각과 스마트 러닝 시스템의 정보 품질 및 시스템 품질이 사용자의 수용에 어떻게 영향을 미치는지 분석한 실증연구이다. 본 연구는 코로나-19에 대한 지각된 민감성과 심각성이 전파위험 걱정을 매개로 하여 스마트 러닝에 대한 만족과 사용에 대한 영향력을 살펴보았고, 콘텐츠 품질과 상호작용 품질로 구성된 정보 품질과 시스템 접근성과 기능성으로 구성된 시스템 품질이 사용자 만족을 매개로 하여 스마트 러닝 사용에 미치는 영향력을 살펴보았다. 제안된 모형을 검증하기 위해 스마 트 러닝 사용 경험이 있는 사용자 334명을 대상으로 설문을 실시하였고, Smart PLS 3.0을 이용하여 분석을 수행하였 다. 분석 결과에 따르면 정보 품질과 시스템 품질 중에서 기능성만 스마트 러닝의 만족에 양(+)의 영향을 미쳤고, 만족은 사용 행동에 양(+)에 영향을 미쳤다. 그러나 시스템 품질 중 접근성은 만족에 영향을 미치지 않는 것으로 나타났으며 전파위험 걱정은 만족에 부정적인 영향을 미치는 것으로 나타났다. 본 연구는 코로나-19와 같은 새로운 감염병의 위기 상황 속에서 학생들의 학습을 지원하기 위한 스마트 러닝을 연구할 때에 연구자들에게 의미 있는 가이드 라인을 제공할 수 있을 뿐만 아니라 교육기관과 스마트 러닝 관련 업체들에게도 유용한 시사점을 제공할 수 있을 것이다.

As COVID-19 spreads, people's interest in smart learning that can do non-face-to-face learning is increasing nowadays. In this study, we aim to empirically analyze how users’ thoughts on COVID-19 and the information quality and system quality of smart learning systems affect users’ acceptance of smart learning and examine the effect of perceived sensitivity and severity of COVID-19 on the satisfaction and use of smart learning through concerns about the risk of transmission. In addition, we examined the influence of information quality composed of content quality and interaction quality and system quality composed of system accessibility and functionality on the use of smart learning through user satisfaction. To verify the validity of the proposed model, we conducted a survey on 334 users with experience in using smart learning, and performed the analysis using Smart PLS 3.0. According to the analysis results, among information quality and system quality, only functionality has a positive (+) effect on the satisfaction of smart learning, and satisfaction has a positive (+) effect on the usage behavior. However, it is found that accessibility among system quality do not affect satisfaction, and concern about the risk of transmission has a negative effect on satisfaction. This study can provide meaningful guidelines to researchers when researching smart learning to support students' learning in a pandemic situation of a new infectious disease, such as COVID-19. It will also be able to provide useful implications for educational institutions and companies related to smart learning.

스마트러닝 품질은 전통적인 교육보다 복잡하고 다양한 요인으로 구성된다. 본 논문에서는 스마트러닝 품질을 콘텐츠, 시스템, 서비스측면에서 살펴보고 문헌연구와 표적집단면접법(FGI)에 의해서 스마트러닝 품질요인을 분류하였다. 설문조사는 리커트식 5점 척도에 의하여 사용자들이 품질요인의 만족도와 중요도를 상대적으로 평가하도록 하였다. 설문지는 39문항으로 구성하였으며 불성실하게 응답한 설문지 8부를 제외하고 112부가 최종분석을 위하여 활용되었다. 수집된 데이터는 SPSS 18.0을 활용하여 통계적으로 분석되었으며, 실증적 검증을 위해서 중요도-만족도 분석이 활용되었다.

Quality in smart learning is composed of many factors, and it is more complicated than the traditional education. This study put emphasis on three aspects of the smart learning quality(contents, systems, services). This study depended mostly on literature review, supplemented by FGI(Focus Group Interview) for classification of the smart learning quality factors. On a 5 point Likert scale, the survey enables the users to rate the relative importance of factors, followed by another factor performance rating. The questionnaire were composed of 39 questions. 8 questionnaire sheets were excluded which were not properly filled in or unsuitable for the analysis, and therefore, a total of 112 questionnaires were used for the final analysis. Collected data was statistically analyzed using the SPSS 18.0 for Windows statistical package. Importance-performance analysis(IPA; gap between importance and performance) is used for the empirical test.

이 연구는 HTML5 서비스 품질이 스마트 러닝의 사용의도에 관한 실증적인 연구를 통해 정책적 시사점을 제시한다. HTML5의 서비스 품질로 신뢰성, 확신성, 유형성, 공감성, 대응성을 독립변수로, 지각된 유용성, 지각된 사용 용이성을 매개변수로, 사용의도를 종속변수로 선정 하였다. 조절변수로는 디바이스, 이용서비스, 학습장소, 이용서비스, 사용기간, 사용시간이 채택되었다. HTML5 서비스 품질의 신뢰성, 유형성이 지각된 사용 용이성에 부정적 영향을 미치는 것으로 파악 되었다. 신뢰성, 확신성, 유형성, 공감성, 대응성이 지각된 유용성에 긍정적 영향을 미치고, 확신성, 공감성, 대응성이 지각된 사용 용이성에서 긍정적 영향을 미치는 것으로 파악 되었다. 지각된 사용 용이성이 지각된 유용성에서 긍정적인 영향을 미치는 것으로 검증이 되었고 유용하거나 사용이 용이하다면 이용자의 사용의도에 긍정적인 영향이 있음을 검증하였다.

This study identifies the effects of HTML5 service quality on the use intention of smart learning and present the policy implications through empirical studies. This study select assurance, reliability, tangibles, responsiveness, empathy as independent variables of HTML5 service quality and also select perceived usefulness, degree of perceived ease of use as parameters and select use intention of smart learning as dependent variables. The control variables such as learning devices, service, learning place, use age, use times are adapted. As a result of analysis by applying the structural equation model, it was estimated that the reliability of HTML5 service quality, tangibles affect negatively on perceived ease of use, but reliability, assurance, tangibles, empathy, responsiveness of HTML5 service affect positive impacts on perceived usefulness, and also certainty, empathy, responsiveness was identified as positive impacts on the perceived ease of use. It was proven that perceived ease of use effect positive on the perceived usefulness and also usefulness or ease to use have positive effects on the usage intention of users.

[Purpose] The purpose of this study is COVID－19, which is conducting research to increase Learning Outcome in the education field in the era of Zero Contact, but it clearly confirms the causal relationship between the actual learning outcome and the quality of smart learning. As research is lacking, we want to proceed with research. Smart Learning is similar to e－Learning in that it is based on ICT technology. The purpose of this study is to clarify the effect of service quality factors provided in smart learning on learning outcomes, and to confirm the causal relationship between learners' flow and learning outcomes. [Methodology] In the study, the concept of smart learning is defined, and the quality of smart learning, such as System Quality, Information Quality, and Service Quality, builds a correlation model of Flow and Learning Outcome, and tries to verify the hypothesis. [Findings] As a result of the study, it was found that the quality of smart learning had an effect on the learner's flow. The correlation between system quality, information quality, service quality and flow, which are the quality characteristics of smart learning, was confirmed. In addition, it was confirmed that flow has a significant effect on the learning outcome. [Implications] In this study, the concept and characteristics of smart learning were identified, and it was confirmed that learning through smart learning influenced academic performance with immersion like traditional learning.

본 연구에서는 새로운 형태의 온라인 학습 서비스로 각광받고 있는 스마트러닝 서비스의 이용행태를 보다 심층적으로 고찰하기 위하여 서비스품질(SERVQUAL) 요인을 새롭게 도출하고 이들이 이용자의 만족도와 재이용의도에 미치는 영향을 검증하였다. 구체적으로 서비스의 유형성, 반응성, 개인화, 연결성 등 4개 요인과 만족도 및 재이용의도 간의 연쇄적 인과관계를 규명하였고, 이러한 인과관계를 조절하는 이용자 개인 특성변수로 도출한 자기효능감과 몰입의 효과를 검증하였다. 스마트러닝 서비스 이용경험이 있는 중고생 및 성인 이용자 354명을 대상으로 한 면대면 설문조사의 결과에 의하면, 서비스품질 요인 중 유형성, 반응성, 개인화 요인은 만족도에 유의한 영향을 미치는 것을 확인할 수 있었고, 만족도는 재이용의도에 긍정적인 영향을 미치는 것으로 입증되었다. 또한 이용자의 자기효능감 수준에 따라 서비스품질 요인과 만족도 간의 관계에 차이가 있는 것으로 나타났다. 한편 이용자의 몰입 수준은 품질 요인 중 유형성 요인과 만족도 간의 관계만을 조절하는 효과가 있는 것으로 나타났다. 이러한 연구결과가 암시하는 이론적, 실무적 시사점을 논의하였다.

This study intends to explore the causal relationships among smart learning service quality, users’ satisfaction, and reuse intentions and the possible moderating effects of users’ self-efficacy and flow on those relationships. Specifically, building on current literature on service quality, four major factors are drawn to affect satisfaction and reuse intentions: tangibility, responsiveness, personalization, and connectivity. And this study hypothesizes that the effects of these four factors on users’ satisfaction are moderated by individual factors, self-efficacy and flow. The results from a face-to-face survey with a sample of 354 users show that tangibility, responsiveness, and personalization factors have a positive effect on satisfaction, which, in turn, affects reuse intentions . When the moderating effects of self-efficacy and flow are examined, it is found that self-efficacy has a significant moderating effect on the relationships between tangibility, responsiveness, and personalization and satisfaction. Meanwhile, flow is found to have a moderating effect only on the relationship between tangibility and satisfaction. Both theoretical and practical implications of these findings are discussed.

Purpose: The purpose of this study is to focus on analyzing the direct influence relationship of vision, cooperation shared through organization learning, superior’s leadership, individual ability development and participatory decision making on the productivity and flexibility improvement, and to identify whether the smart factory quality is necessary in improving the productivity and flexibility. Therefore, targeting the manufacturing workers in Busan and Gyeongnam region, it intends to research the effect of understanding smart factory quality on the productivity improvement and flexibility improvement, and identify whether smart factory quality has the mediating role of organization learning in the relationship between productivity and flexibility improvement. Research design, data, and methodology: Total 400 questionnaires are distributed, and 83.5%(334 copies) are collected, and 57 copies with unfaithful responses are excluded among them, the statistic analysis is conducted to final 277 copies. The data collected through survey is coded and analyzed by IBM SPSS 25.0 and AMOS 25.0 statistics package. In order to check the regularity based on the data collected through survey, and the values of descriptive statistics, skewness and kurtosis of each questions on survey items and frequency analysis are identified and reviewed the appropriateness of many questions suggested through the Exploratory factor analysis in relation with smart factory quality, productivity improvement, Flexibility improvement, organization learning. And the internal consistency of variables is verified through the reliability analysis and correlation analysis using Cronbach’s α value. Finally, the mediating regression analysis is conducted to check the mediation of organization learning. Results: As a result of hypothesis verification, the smart factory quality is found to have the significant impact on the productivity improvement and flexibility improvement. As a result of mediating regression analysis of organization learning, the organization learning is analyzed to have partial mediating effect in the relationship between smart factory quality and productivity improvement. Implications: These study results mean that the smart factory quality influences the productivity improvement without the organization learning, mediating factor, in the relation between smart factory quality and productivity improvement. In relation between smart factory quality and flexibility improvement, the organization learning is analyzed to have the partial mediating effect. These study results mean that the smart factory quality influences the flexibility improvement without the organization learning, mediating factor, in the relation between smart factory quality and flexibility improvement.