나레이션을 활용한 동기적 메시지가 학습자의 인지부하와 과제지속시간에 미치는 효과
Influence of Motivational Message with Narration on Learner's Cognitive Load and Time-On-Task
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초록
이 연구의 목적은 나레이션을 활용하여 동기적 메시지를 제시할 때, 학습자의 인지부하와 과제지속시간에 어떠한 영향을 미치는지를 검증하기 위한 것이다. 이 연구의 독립변수는 1) 통제집단, 2) 메시지집단(나레이션 없이 동기적 메시지만 제공), 3) 나레이션집단(동기적 메시지와 나레이션을 함께 제공)으로 나뉘었다. 각 집단별 표집인원은 21명이었으며 총 63명이 실험에 참가하였다. 종속변수는 과제지속시간(time-on-task), 반응시간(reaction time), 지각된 과제 난이도(perceived task difficulty), 과제수행성취(task performance)였다. 과제지속시간은 학습자가 과제를 수행하기 위하여 실질적으로 사용한 시간을 의미하며 반응시간은 실험이 진행되는 과정에서 학습자에게 제공된 이차과제 반응시간이다. 또한 지각된 과제 난이도는 주관적 설문지 방법으로 측정된 인지부하의 효율성에 대한 지각이다. 과제수행성취는 사전-사후 동형검사지를 사용하여 측정되었으며, 선택형과 단답형 문항으로 구성되었다. 네 가지 종속변수 중에서 과제지속시간과 지각된 과제난이도에서 유의미한 차이가 나타났다. 첫째, 과제지속시간에서 처치간 유의미한 차이가 있었다. 즉,나레이션 집단의 학습자들이 더 많은 과제지속시간을 보였다. 또한 비록 나레이션집단과 메시지집단 사이에서 유의미한 차이를 발견할 수 없었으나, 두 집단간 차이에 대한 통계적 유의성은 매우근접했던 것으로 나타났다. 둘째, 지각된 과제 난이도에 대한 설문에서도 처치간 유의미한 차이가 나타났는데, 메시지집단과 나레이션집단이 모두 통제집단보다 우수했던 것으로 나타났다. 그러나 메시지집단과 나레이션집단 사이에는 유의미한 차이가 없었다. 또한 과제수행성취에서의 처치간 차이에서도 선택형 문제와 단답형 문제에서 유의미한 차이가 없었다. 이 연구를 통하여 나레이션을 활용한 동기적 메시지를 사용하면 학습자의 인지부하와 정신적 노력에 영향을 미칠 수 있음을 확인할 수 있었다.
Abstract
This study investigated how motivational messages with narration affects learners' cognitive load. In order to measure the cognitive load, four dependent variables were set: 1) time-on-task, 2) reaction-time, 3) perceived efficiency of cognitive process, and 4) performance task. Three different experimental conditions were applied: 1) Control group (n=21), 2) Motivational message group without narration (n=21), and 3) Motivational message group with narration (n=21). The time-on-task was measured in seconds and the reaction time was measured in 10-4 seconds. The research hypothesis was that the motivational message group with narration would produce longer time-on-tasks, faster reaction time, higher perceived efficiency of cognitive process, and better performance task. The results revealed that the motivation message group with narration showed significantly longer time-on-tasks and perceived efficiency of cognitive process. However, there were no significant differences of reaction-time and performance tasks across any treatment conditions. The results of this study showed the significant impacts of motivational factors on the cognitive load, specifically, mental efforts. However, it was difficult to yield consistent results of how the motivational factor would have an impact on task performance, limiting the full acceptance of the research hypothesis. In addition, it is suggested that there should be further research on how motivational factors are related to reaction time.
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