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복합적 과제 제시 전략과 시험 유형이 학습 성과, 인지부하, 교수효율성에 미치는 영향

The Effects of Complex Task Presentation Strategies and Test Formats on Learning Outcomes, Cognitive Load, and Instructional Efficiency

김동식|주현|나청수
한국교육공학회 (Korean Society Of Educational Technology)|2017.06|교육공학연구 (Journal of Educational Technology)|제33권 제2호|pp. 207-237|DOI http://dx.doi.org/10.17232/KSET.33.2.207

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키워드

Cognitive load인지부하시험효과Instructional efficiency인출연습교수효율성Retrieval practice복합적 과제 제시 전략Complex task presentation strategyTesting effect
주제분류교육학

초록

본 연구는 복합적 과제에서 과제 제시 전략과 시험 유형이 학습 성과, 인지부하, 그리고 교수효율성에 미치는 영향을 규명함으로써 복합적 과제에서 효율적인 교수전략을 모색하는 것을 목적으로 하였다. 이를 위해 복합적 과제 제시 전략에 따라 학습 요소를 동시에 제시하는 ‘동시적 제시’ 집단과 학습 요소들을 계열화하여 제시하는 ‘점진적 제시’ 집단으로 구분하였고, 시험 유형을 ‘전통적 문제풀이’, ‘완성하기 과제’, ‘재학습’ 으로 구분하였다. 서울 소재 M중학교 1학년 총 155명의 대상으로 실험을 진행하였다. 연구 결과에 따르면, 전이 검사에서 복합적 과제 제시 전략과 시험 유형의 주효과가 나타났으며, 인지부하에서는 시험 유형의 주효과만 나타났다. 마지막으로 완성하기 과제를 시험 유형으로 활용하였을 때 높은 교수효율성을 보였으며, 이는 낮은 인지적 노력으로 높은 학습 성과 획득이 가능함을 시사한다.

Abstract

The purpose of this study is to investigate the effects of complex task presentation strategies and test format on learning outcomes (retention and transfer), perceived cognitive load, and instructional efficiency. 155 middle school students were participated in the study, and were randomly assigned to two complex task presentation strategies(presenting task element interactivity simultaneously and presenting isolated element gradually) and each of the groups were divided into different test formats(restudy, completion task, and conventional problem solving). The results are as follow: for the transfer test, the completion task group showed significantly higher outcomes than the conventional problem solving and restudy groups, and the presenting isolated element gradually group showed significantly higher outcomes than the presenting element interactivity simultaneously group. Furthermore, the conventional problem solving group showed significantly lower cognitive load than the completion task and restudy groups. Lastly, the groups which engaged in the completion task showed significantly higher instructional efficiency than the conventional problem solving and restudy groups. These findings of the study partially support the testing effect, demonstrated by the group with completion task. Based on these findings, a conclusion could be made that the scaffolded test such as completion task would work as an effective stepping stone between the learning phase and the final test phase.

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