디멘션(Dimension)의 시각적 확장을 통한 뉴미디어디자인의 리터러시 효과

Abstract

본 논문은 디멘션의 시각적 확장을 통한 뉴미디어디자인의 연구를 통해 세상에 대한 이해의 도구로 확산되고 있는 ‘리터러시’로서의 효과적인 활용에 아이디어를 제공하는 것이다. 이러한 연구목적을 달성하기 위해 본 연구에서 설정한 연구문제와 그 결과는 다음과 같다. 첫째, 파일럿 연구의 예비면담과 사례분석, 그리고 선행연구들을 바탕으로 디멘션 개념의 시각적 확장을 통한 뉴미디어디자인의 특징은 감각의 확산, 상호작용성 구현, 하이퍼미디어의 복합성 등으로 정리할 수 있었다. 감각의 확산은 다감각을 활용한 내용이해도를 포함하며 상호작용성 구현은 인터페이스의 접근성, 반응결과의 참신성, 반응의 결과로 인한 지속적인 참여 동기 부여로 세분화 될 수 있다. 또한 하이퍼미디어의 복합성은 재현감각 기술의 수준과 비선형적 하이퍼텍스트 즉 기술의 연동성이라는 하위영역의 특징을 포함한다. 둘째, 뉴미디어디자인이 가지는 특성인 실제감, 현실감, 입체감 등의 요소로 하여금 콘텐츠에 대한 몰입감을 증강시켜주지만 이러한 몰입과정을 통한 감정이입 후 연장선상에서 이루어져야 할 활동 후 의사소통이나 몰입의 확장, 즉 체험 후 의미를 되짚고 자신만의 것으로 의미를 재생성하는 과정이 매우 미흡하게 실행되고 있었다. 따라서 디지털 매체를 기반으로 한 뉴미디어 환경을 오감각을 이용한 다감각 활용과 공간과 몸짓 등 멀티모드를 활용한 언어를 사용하여 이해와 평가, 판단, 제작, 경험 등을 기반으로 하여 새로운 의미생성을 시도할 수 있어야 하는 리터러시 기능도 보완되어야 함을 도출하였다. 이러한 의미 생성과정에는 뉴미디어를 사용할 수 있는 기술적인 태도뿐만 아니라 뉴미디어 작품을 창의적으로 제작 할 수 있는 제작능력, 마지막으로 사회문화적인 측면에서 인식하고 적극적으로 접근하려는 태도, 즉 뉴미디어를 능동적으로 대할 수 있는 태도적 측면이 무엇보다도 중요하다는 것을 반영한 것이다. 따라서 리터러시로서 뉴미디어디자인이 보완되어야 할 요소는 ‘감정이입’과 ‘활동 후 의사소통’, ‘몰입의 확장으로 통한 의미생성’으로 요약할 수 있었다. 셋째, 뉴미디어디자인에 관한 사용자(체험자) 이용 패턴과 만족도는 초등학생 집단(A)과 대학생 집단(B)의 조사를 통해 감각의 확장, 상호작용성 구현, 하이퍼미디어 복합성, 몰입환경, 전반적 만족도 전반에 걸쳐 초등학생의 뉴미디어디자인에 대한 만족도가 높다는 것을 알 수 있었다. 감각의 확장의 경우 대학생 집단이 뉴미디어디자인 콘텐츠를 영화나 게임 등 단순한 경로에서 접하는데 반해, 초등학생들은 체험학습을 통하여 체험관 관람 위주의 뉴미디어디자인을 접하기 때문에 높은 만족도를 얻을 수 있었다. 특히 감각사용의 수가 높을수록 내용이해도 역시 높다는 상관결과가 도출되었다. 따라서 시각과 청각, 촉각이 중심이 되는 현재의 뉴미디어콘텐츠는 보다 더 다양한 감각의 수용이 활발히 진행되어야 할 것이며, 이는 나이가 어릴수록 유의미한 결과를 얻을 수 있었다. 뉴미디어디자인의 상호작용성 구현에 대한 만족도 조사 결과 초등학생 집단이 대학생 집단보다 높았다(t=2.46, p<.02). 상호작용성은 뉴미디어 콘텐츠 활용에 있어 매우 중요하다. 상호작용을 통해 반응된 결과들은 콘텐츠 이용 상태를 지속가능하게 만드는 주요 요인이기 때문이다. 인터페이스의 접근 편리성과 결과의 참신성, 반응의 결과로 인한 참여 동기의 강화 역시 초등학생 집단이 모두 높게 나타났다. 이는 콘텐츠에 대한 기대치가 대학생보다는 높지 않고 콘텐츠에 대한 호의적인 태도를 보이기 때문이다. 대학생의 경우에는 기존의 경험된 뉴미디어와 비교해보아 전혀 새롭지 않으면 반응의 결과로 인한 지속적인 참여를 중단하는 사례가 많았지만 이전 경험의 상호작용과 동일하거나 유사할 경우 성공적인 경험에 대한 기대감으로 인해 오히려 콘텐츠에 대한 접근을 적극적으로 시도하였고, 그 결과로 인한 지속적인 참여 동기도 강화되는 경향을 보였다. 하이퍼미디어 복합성에 대한 만족도 조사 결과 초등학생 집단이 대학생 집단보다 높았다(t=2.61, p<.01). 두 집단 모두 높은 만족도를 얻었는데 이는 뉴미디어디자인이 용어 그대로 새로움(New)이 가장 큰 특징이기 때문이다. 초등학생의 경우 스토리텔링이나 감정이입의 수준과 같은 정서적인 면보다 재현감각의 수준이나 비선형적 하이퍼텍스트 즉 다른 영역 간 기술융합에 대해 매우 높은 만족도를 보이고 있다. 이는 실제감, 현실감 등 기술적인 측면을 매우 중요하게 생각하는 것으로 특히 증강현실과 같은 뉴미디어 콘텐츠에서 더욱 강하게 나타났다. 파일럿연구를 통해 도출된 뉴미디어디자인이 보완되어야 할 요소를 문항에 구성한 한 리터러시 요소에는 초등학생과 대학생 집단 모두에서 대부분 타 항목에 비해 저조한 만족도를 보였다. 단, 초등학생의 경우 감정이입의 수준은 매우 높게 나타났다. 그러나 몰입과정을 통한 감정이입 후 연장선상에서 이루어져야 할 활동 후 의사소통이나 몰입의 확장, 즉 체험 후 의미를 되짚고 자신만의 것으로 의미를 재생성하는 과정이 매우 미흡하게 실행되고 있다는 것을 의미한다. 마지막으로 뉴미디어디자인이 ‘리터러시’로서 가지는 효과와 의의는 다음과 같이 정리될 수 있다. 뉴미디어의 활용은 매우 흥미롭고 다이내믹한 의사소통과정을 일으키는데 매우 유용하다. 하지만 이러한 유용성은 이러한 매체를 다루는 참여자의 적극적인 수용자세가 맞물릴 때 극대화된다. 따라서 뉴미디어가 리터러시로서의 가치를 가지기 위해서는 참여자의 적극적인 의사소통 및 의미생성을 위한 준비과정이 필수적이다. 뉴미디어디자인을 활용한 콘텐츠를 체험한 후 이에 대한 감상이나 질문, 아이디어 교류와 같은 의사소통 활동은 뉴미디어에서 자극받은 상상력을 확장시키고 나아가 자신만의 새로운 의미를 생성하는데 의미 있는 출발점이 된다. 결과적으로 현대의 뉴미디어디자인은 물리적인 영역 안에서 시각적 확장의 재현기술로서 중요시 여기는 전문기술을 개발시킴과 동시에 인간의 감성과 경험적인 시도들을 이해하기 위한 도구로써의 리터러시 담론을 개발시키고 정리해야 할 필요성이 도출되었다. 이를 위해 뉴미디어디자인이 가지고 있는 장점이 더욱 더 확산될 수 있도록 활동 후 토론과 비평시간을 가져 자신의 생각에 대한 콘셉 및 과정 분석, 보완과 개선점을 제시하고 또 타인의 생각에 대해서도 비평할 수 있는 ‘의미생성’ 과정의 시간을 가져야 할 것이다. 이러한 ‘의미생성’의 과정으로 성숙된 뉴미디어디자인 환경은 앞으로의 뉴미디어디자인 범위를 확장시켜 물리적 시각 확장뿐만 아니라 세상을 바라보고 이해하는 진정한 리터러시(Literacy)로서의 그 기능을 다 할 수 있을 것이다. |The purpose of this study is to investigate ‘New Media Design’ based on the visual extension of dimension, so that it can provide useful ideas for the effective application of New Media Design as ‘literacy', an ever- popularized means of understanding about our world. In order to achieve these purposes, the questions set in this study and its findings can be outlined as follows: First, this study came to the following findings in terms of a question about ‘How can we sum up the characteristics of New Media Design based on the visual extension of dimension as a concept?’: Based on the preliminary interview and case analysis of a pilot study as well as findings of previous studies, it was found that New Media could be well characterized by spread of sensation, implementation of interactivity and complexity of hypermedia. Here, spread of sensation involves multisensory comprehension of content. Implementation of interactivity can be further subdivided into accessibility of interface, novelty of results from reaction, and continuous participatory motivation owing to results from reaction. In addition, complexity of hypermedia includes the characteristics of a subordinate category called interlocking of technology(e.g. level of reproducible sensation technology and non-linear hypertext). Secondly, this study came to the following findings with regard to a question about ‘Can the characteristics of New Media Design as deduced above include functions as literacy?: Indeed, it was found that the characteristics of New Media Design (e.g. sense of presence, sense of reality and sense of solidity) contributed to enhancing a sense of commitment to any content, but there were very poor practices of post-activity feedbacks or commitment extension-that is, a process of reflecting the implications of activity after experience and regenerating them as personalized ones-which would be required as a part of follow-up process after empathy based on such commitment process. Accordingly, this study deduced that it would be also required to supplement the literacy function that should be able to try to generate new implications in New Media environment based on digital media basically through understanding, assessment, decision, production and experience by means of multisensory process (based on 5 senses) and multimodal language (using space, gesture, etc). This process of generating implications reflects that the most important focus in New Media Design is set on a technical mind-set with ability to use a new media, the ability to creatively produce new media works and the attitude of recognizing new media and taking positive approaches to it in sociocultural aspect (i.e. the aspect of attitude to actively deal with new media). Thus, this study could sum up three supplementary elements required for New Media Design as literacy, such as ‘empathy’, ‘post-activity feedbacks’ and ‘generation of implications through extension of commitment'. Thirdly, this study came to the following findings in terms of a question about ‘How are the patterns of users regarding New Media Design and how much do they feel satisfied with it?’: According to comparative analysis on two groups, i.e. school children group(Group A) and college student group(Group B), it was found that Group A had a tendency to feel more satisfied at New Media Design than Group B with regard to extension of sensation, implementation of interactivity, complexity of hypermedia, commitment environment and general satisfaction. For the extension of sensation, it was found that Group B relied upon simple channels (e.g. movie or game) to access to any content of New Media Design, whereas Group A meets New Media Design based upon viewing experience halls for their empirical learning, so it is estimated that the latter could felt more satisfied at New Media Design than the former. Particularly, it was found that the larger number of senses used by our students was associated with the higher level of comprehension about the content of New Media Design. Therefore, it will be required that current New Media content based on the sense of vision, hearing and touch should evolve positively to accept a wider variety of senses. In this study, the younger age of students showed the more significant findings on the extension of sensation. According to survey on satisfaction of two groups with implementation of interactivity in New Media Design, it was found that Group A tended to feel better satisfaction than Group B(t=2.46, p<.02). Interactivity is essential to the application of New Media content, since results in response to interactions become major factors on sustainable conditions of such content in use. Moreover, it was found that Group A tended to show higher level than Group B in convenient accessibility to interface, novelty of results and enhancement of participatory motivation based on results of reaction, possibly because Group A didn't have so much higher expectation for content than Group B and the former tended to take more favorable attitudes to content than Group B. In many cases, college students dropped out of continuous participations due to results from their reaction, if they thought that there was not anything novel or original in comparison with existing new media they experienced. However, if they had same or similar current experiences in New Media as compared to previous interactions they ever experienced, they tried to take a positive approach to the content of new media owing to their expectation for successful experiences, and also had a tendency to have enhanced motivation of continuous participation due to results from their reaction. According to survey on satisfaction with complexity of hypermedia, it was found that Group A tended to feel higher satisfaction than Group B(t=2.61, p<.01). Both groups showed high satisfaction, because the New Media Design is literally characterized by something ‘new’ among others. Here, it was found that Group A showed significantly high satisfaction with the level of reproducible sensation or non-linear hypertext, i.e. multidisciplinary technical convergence rather than emotional aspects like storytelling or extent of empathy. This finding suggests that our school children thought very much of technical aspects such as sense of reality and presence. In particular, they tended to feel more satisfied with New Media content like augmented reality. According to analysis on a literacy element that involves itemized supplementary elements required for New Media Design as deduced through a pilot study, it was found that both Group A and B mostly tended to feel relatively low satisfaction in comparison with other items. However, it was found that Group A showed very high level of empathy. But this finding implies that there were very poor practices of post-activity feedbacks or commitment extension - that is, a process of reflecting the implications of activity after experience and regenerating them as personalized ones - which would be required as a part of follow-up process after empathy based on such commitment process. Finally, this study comes to a conclusion that New Media Design may have the following effectiveness and implications as a ‘literacy’: The application of New Media is very useful for creating very interesting and dynamic feedback process, but this usefulness becomes maximized in combination with positive receptive attitudes of participants who deal with the New Media. Therefore, assurance of New Media's original values as literacy requires participant's positive feedbacks and preparation process for generating implications. After experiences in any content based on New Media Design, the follow-up feedback activities including impression, question and idea sharing become a significant starting point for extending imagination stimulated by New Media and generating new personalized implications. Conclusively, our contemporary New Media Design comes to its needs to develop specialized technologies that are valuable as a means of reproducing visual extension within physical sphere, and also develop and organize existing discourses about literary as a means of comprehension about human sentiment and empirical trials. To this end, it will be required to hold a post-activity session of discussion and critique for more and further dissemination of advantages inherent in New Media Design; analyze the concept and process of ideas individual people have; suggest anything to supplement and improve in regard to the concept and process; and have a time of ‘implication-generating' process for comment on other's ideas. Hence, it is expected that the mature environment of New Media Design based on this ‘implication-generating’ process will contribute to extending the scope of New Media Design in the future and will work well as a real literacy for viewing and understanding our world beyond physical visual extension.; The purpose of this study is to investigate ‘New Media Design’ based on the visual extension of dimension, so that it can provide useful ideas for the effective application of New Media Design as ‘literacy', an ever- popularized means of understanding about our world. In order to achieve these purposes, the questions set in this study and its findings can be outlined as follows: First, this study came to the following findings in terms of a question about ‘How can we sum up the characteristics of New Media Design based on the visual extension of dimension as a concept?’: Based on the preliminary interview and case analysis of a pilot study as well as findings of previous studies, it was found that New Media could be well characterized by spread of sensation, implementation of interactivity and complexity of hypermedia. Here, spread of sensation involves multisensory comprehension of content. Implementation of interactivity can be further subdivided into accessibility of interface, novelty of results from reaction, and continuous participatory motivation owing to results from reaction. In addition, complexity of hypermedia includes the characteristics of a subordinate category called interlocking of technology(e.g. level of reproducible sensation technology and non-linear hypertext). Secondly, this study came to the following findings with regard to a question about ‘Can the characteristics of New Media Design as deduced above include functions as literacy?: Indeed, it was found that the characteristics of New Media Design (e.g. sense of presence, sense of reality and sense of solidity) contributed to enhancing a sense of commitment to any content, but there were very poor practices of post-activity feedbacks or commitment extension-that is, a process of reflecting the implications of activity after experience and regenerating them as personalized ones-which would be required as a part of follow-up process after empathy based on such commitment process. Accordingly, this study deduced that it would be also required to supplement the literacy function that should be able to try to generate new implications in New Media environment based on digital media basically through understanding, assessment, decision, production and experience by means of multisensory process (based on 5 senses) and multimodal language (using space, gesture, etc). This process of generating implications reflects that the most important focus in New Media Design is set on a technical mind-set with ability to use a new media, the ability to creatively produce new media works and the attitude of recognizing new media and taking positive approaches to it in sociocultural aspect (i.e. the aspect of attitude to actively deal with new media). Thus, this study could sum up three supplementary elements required for New Media Design as literacy, such as ‘empathy’, ‘post-activity feedbacks’ and ‘generation of implications through extension of commitment'. Thirdly, this study came to the following findings in terms of a question about ‘How are the patterns of users regarding New Media Design and how much do they feel satisfied with it?’: According to comparative analysis on two groups, i.e. school children group(Group A) and college student group(Group B), it was found that Group A had a tendency to feel more satisfied at New Media Design than Group B with regard to extension of sensation, implementation of interactivity, complexity of hypermedia, commitment environment and general satisfaction. For the extension of sensation, it was found that Group B relied upon simple channels (e.g. movie or game) to access to any content of New Media Design, whereas Group A meets New Media Design based upon viewing experience halls for their empirical learning, so it is estimated that the latter could felt more satisfied at New Media Design than the former. Particularly, it was found that the larger number of senses used by our students was associated with the higher level of comprehension about the content of New Media Design. Therefore, it will be required that current New Media content based on the sense of vision, hearing and touch should evolve positively to accept a wider variety of senses. In this study, the younger age of students showed the more significant findings on the extension of sensation. According to survey on satisfaction of two groups with implementation of interactivity in New Media Design, it was found that Group A tended to feel better satisfaction than Group B(t=2.46, p<.02). Interactivity is essential to the application of New Media content, since results in response to interactions become major factors on sustainable conditions of such content in use. Moreover, it was found that Group A tended to show higher level than Group B in convenient accessibility to interface, novelty of results and enhancement of participatory motivation based on results of reaction, possibly because Group A didn't have so much higher expectation for content than Group B and the former tended to take more favorable attitudes to content than Group B. In many cases, college students dropped out of continuous participations due to results from their reaction, if they thought that there was not anything novel or original in comparison with existing new media they experienced. However, if they had same or similar current experiences in New Media as compared to previous interactions they ever experienced, they tried to take a positive approach to the content of new media owing to their expectation for successful experiences, and also had a tendency to have enhanced motivation of continuous participation due to results from their reaction. According to survey on satisfaction with complexity of hypermedia, it was found that Group A tended to feel higher satisfaction than Group B(t=2.61, p<.01). Both groups showed high satisfaction, because the New Media Design is literally characterized by something ‘new’ among others. Here, it was found that Group A showed significantly high satisfaction with the level of reproducible sensation or non-linear hypertext, i.e. multidisciplinary technical convergence rather than emotional aspects like storytelling or extent of empathy. This finding suggests that our school children thought very much of technical aspects such as sense of reality and presence. In particular, they tended to feel more satisfied with New Media content like augmented reality. According to analysis on a literacy element that involves itemized supplementary elements required for New Media Design as deduced through a pilot study, it was found that both Group A and B mostly tended to feel relatively low satisfaction in comparison with other items. However, it was found that Group A showed very high level of empathy. But this finding implies that there were very poor practices of post-activity feedbacks or commitment extension - that is, a process of reflecting the implications of activity after experience and regenerating them as personalized ones - which would be required as a part of follow-up process after empathy based on such commitment process. Finally, this study comes to a conclusion that New Media Design may have the following effectiveness and implications as a ‘literacy’: The application of New Media is very useful for creating very interesting and dynamic feedback process, but this usefulness becomes maximized in combination with positive receptive attitudes of participants who deal with the New Media. Therefore, assurance of New Media's original values as literacy requires participant's positive feedbacks and preparation process for generating implications. After experiences in any content based on New Media Design, the follow-up feedback activities including impression, question and idea sharing become a significant starting point for extending imagination stimulated by New Media and generating new personalized implications. Conclusively, our contemporary New Media Design comes to its needs to develop specialized technologies that are valuable as a means of reproducing visual extension within physical sphere, and also develop and organize existing discourses about literary as a means of comprehension about human sentiment and empirical trials. To this end, it will be required to hold a post-activity session of discussion and critique for more and further dissemination of advantages inherent in New Media Design