온라인 학습에서 사후 인출연습과 피드백 유형이 메타인지적 판단의 정확도와 학업성취에 미치는 영향
The Impact of Post-Retrieval Practice and Feedback Types on the Accuracy of Metacognitive Judgments and Academic Achievement in Online Learning
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이 연구의 목적은 온라인 학습 환경에서 인출연습과 피드백 유형이 학업 성취도와 메타인지적 판단의 정확도에 미치는 영향을 살펴보는 것이다. 실험 참가자는 인출연습 여부에 따라 재학습을 하는 통제집단과 인출연습을 하는 실험집단으로 구분하였다. 실험집단은 인출연습에 제공되는 피드백 정보의 양(실험집단 1: 정오 제공형 피드백, 실험집단 2: 정답 제공형 피드백, 실험집단 3: 정교화 피드백)에 따라 3개 집단으로 구분하였다. 실험 참가자는 4개 분절로 이루어진 온라인 학습 콘텐츠를 주어진 학습 조건에 따라 학습했다. 메타인지적 판단은 분절된 4번째 학습이 완료된 후 설문조사를 통해 판단하게 하였으며, 학업 성취도는 학습 종료 후 1주일이 지난 시점에서 20개 문항(기제출 문항 9개 문항, 전이 문항 11개 문항)을 포함하는 최종시험을 통해 측정하였다. 연구결과는 다음과 같다. 첫째, 최종시험에서 학업성취를 분석한 결과, 기제출 문항, 총 문항에서 집단 간에 유의미한 차이가 나타났다. 둘째, 기제출 문항과 총 문항에서 실험집단의 학업 성취도가 유의미하게 더 높게 나타났다. 셋째, 메타인지적 판단의 정확도는 기제출 문항과 총 문항에서 실험집단이 통제집단보다 높았으며, 피드백 유형 간에는 차이가 없는 것으로 나타났다. 이상의 연구결과를 바탕으로 연구의 시사점을 제시했다.
Abstract
The purpose of this study is to examine the effects of retrieval practice and various types of feedback on academic achievement and the accuracy of metacognitive judgments in an online learning environment. Participants were divided into a control group, which engaged in standard relearning, and three experimental groups that participated in retrieval practice. These groups were differentiated based on the type and amount of feedback provided: Group 1 received knowledge of results feedback, Group 2 received knowledge of correct response feedback, and Group 3 received elaborate feedback, each designed to test different aspects of learning reinforcement. Participants studied online learning content divided into four segments under these conditions. Metacognitive judgments were assessed through a survey after completing the fourth segment, and academic achievement was measured by a final test consisting of 20 items (9 previously studied items and 11 transfer items), administered one week after the end of the learning period. The results revealed significant differences in academic achievement between the experimental and control groups for both the previously studied and total items. Additionally, the experimental groups demonstrated significantly higher academic achievement and more accurate metacognitive judgments in both item categories compared to the control group. No significant differences were found among the feedback types. Based on these findings, the implications of the study are discussed.
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