This study investigated the relative effects of input-based versus output-based activities on the learning of English unaccusative constructions. A total of 73 high school students were randomly assigned into two experimental groups and one control group. Of the two experimental groups, the input-based input enhancement group (IE group) experienced a reading passage with the learning targets visually enhanced. The output-based dictogloss group (DG group) performed the dictogloss task with the identical passage given to IE group. The control group (CG group) did not experience the learning targets at all. Results showed that IE group statistically significantly outperformed CG group both at the immediate and the delayed posttests, while there was no significant difference between IE group and DG group. In terms of the generalizability of the learned knowledge, however, it was DG group that outperformed CG group at the immediate posttest. Again, there was no difference between IE group and DG group. More detailed findings are provided, along with some implications for English classrooms in Korea.

이 연구는 비디오게임에서 입력기의 사실성과 시점이 게임이용자에 미치는 심리적 영향을 알아보았다. 먼저, 피험자들에게 레이싱 게임을 선택하여 사실적인 핸들형 입력기와 덜 사실적인 게임패드 중 하나를 제공하고 1인칭 시점과 3인칭 시점을 모두 이용하게 한 후 그 효과를 검증하였다. 연구결과 입력기의 사실성과 시점의 차이에 따라 피험자의 각성, 동일시 정도, 관여도에 차이가 있음이 드러났다. 얻어진 결과들의 함의와 관련논의가 제시되었다.