Ⅰ. 서론······································································································ 1


Ⅱ. 국내 관련 연구 동향············································································· 5
1. 플립러닝과 학습························································································· 6
1) 플립러닝 학습이 학습동기 및 성취도에 미치는 영향······························6
2) 플립러닝 학습이 학습동기 및 성취도에 미치는 영향······························8
3) 플립러닝 환경에서 기본심리욕구가 학습몰입에 미치는 영향···················9
2. 디지털 매체와 디지털교과서····································································· 10
1) 디지털교과서가 학습자의 자기조절학습 및 문제해결 역량에 미치는 영향···10
2) 디지털교과서 활용 수업의 효과··························································· 12
3) 디지털 학습자료에 대한 교육신경학적 이해와 시사점···························13
4) 디지털교과서에 대한 연구동향····························································· 15
5) 온라인 학습이 학습참여, 학업적 자기효능감, 학업동기에 미치는 영향··17
6) 디지털교과서가 학생의 인지적 역량 발달에 미치는 영향·····················18


Ⅲ. 해외 관련 연구 동향··········································································· 21
1. 모바일 기기 및 기타 디지털-활용 학습···················································· 22
1) 디지털교과서와 모바일 기기와의 상호작용이 학습에 미치는 영향·········22
2) 교육 단계별 플립러닝 적용의 영향······················································ 23
3) 디지털교과서가 초등학생의 건강에 미치는 영향···································24
4) 디지털 게임 기반 교육이 외국어 학습에 미치는 영향··························25
5) 디지털 게임 기반 교육이 학습효과에 미치는 영향·······························28
2. 디지털 기기를 활용한 학습이 학습자의 동기, 성취, 태도 등에 미치는 영향··29
1) 디지털 게임 기반 교육이 학습동기에 미치는 영향·······························29
2) 모바일 기술이 수학 교육에서 학업 성취와 동기 부여에 미치는 영향···29
3) 디지털 기기에 기반한 능동적 학습이 학업 성취에 미치는 효과···········31
4) 챗봇 기반 학습이 학생의 학습동기 및 성취에 미치는 영향··················32
5) 모바일 학습이 동기와 성취, 웰빙에 미치는 영향·································35
6) 지능형 교수학습 시스템의 활용이 학습동기 및 성취에 미치는 영향·····36
7) 게이미피케이션 기반 플립러닝이 학업 성취 및 동기, 메타 인지 경향에 미치는 효과························································································ 37


Ⅳ. 디지털 활용 학습에 대한 뇌과학적 연구 사례·····································42
1. 온라인 학습 콘텐츠 유형에 따른 뇌파 활성도 차이 분석··························42
2. 디지털교과서와 종이 교과서를 사용하는 학생들 간의 뇌 활성화 비교······47
3. 스마트패드를 활용한 디지털 학습에서의 두뇌 활성 연구··························49
4. 인지적 처리 능력과 속도를 뇌과학적 관점으로 탐구·································52
5. 서책형 교과서와 태블릿을 활용한 학습에서 기억 비교······························56
6. EEG를 활용한 디지털교과서가 두뇌활성에 미치는 영향···························59
7. EEG를 활용한 디지털교과서가 기초 인지기능과 뇌기능 발달에 미치는 영향········································································································· 63


Ⅴ. 결론 및 시사점··················································································· 67


참고문헌···································································································· 73

✅연구･집필진
책임연구원 : 한천우 교수 (계명대학교 교육학과)
연구보조원 : 박수영 박사수료 (계명대학교 교육학과)
연구보조원 : 김순구 교수 (계명대학교 의과대학 의학교육혁신단)

✅기획･검토
최미애 부장 (한국교육학술정보원 디지털교육기획부)
윤하나 책임 (한국교육학술정보원 디지털교육기획부)