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절차적 과제 학습을 지원하는 비주얼 내러티브 설계원리 탐색

Exploration of visual narrative design principles for learning procedural task

나일주|변현정
한국교육공학회 (Korean Society Of Educational Technology)|2013.06|교육공학연구 (Journal of Educational Technology)|제29권 제2호|pp. 307-347

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참고문헌

키워드

비주얼 내러티브visual narrative절차적 과제비주얼 내러티브 설계원리procedural taskvisual narrative design principle
주제분류교육학

초록

인간이 하는 대부분의 일이나 학습과제가 절차로 구성되어 있음에도 불구하고, 절차가 가진 본질적으로 복잡한 속성과 그 정보처리에 수반하는 인지부하로 인해 절차적 과제에 대한 학습이나 수행은 빈번한 오류를 야기해 왔다. 절차적 정보 처리의 어려움을 해결하기 위한 방법의 하나로 비주얼 내러티브가 연구자들에 의해 제안되어 왔다. 비주얼 내러티브가 다양한 학습 맥락에서 광범위하게 활용될 뿐 아니라 학습에 있어서 긍정적 효과가 나타나고 있음에도 불구하고 교육 분야에서 이를 위한 체계적이고 통합된 설계원리에 대한 연구는 매우 부족하다. 이 연구는 여러 분야에 산재해 있는 절차적 과제 학습을 위한 비주얼 내러티브 설계원리들을 탐색, 수합하고 교육 분야에서 활용할 수 있도록 실용적인 원리들로 체계화하여 제시하는 것을 목적으로 한다. 선행 연구 고찰을 토대로 절차적 과제 학습을 위한 비주얼 내러티브 설계원리를 ‘목적 설정의 원리, 관점 제시의 원리, 흐름 제시의 원리, 조작 설명의 원리, 시각정보 표현의 원리’ 다섯 가지 일반설계원리와 각 원리에 따른 3-5개의 상세설계원리(총 23개)를 제안하였다. 이 설계원리는 절차 정보 설계와 관련된 타 분야의 연구를 통합함으로써 교수설계의 방법과 기술에 관한 새로운 관점을 제시해 줄 수 있으며, 절차적 과제 수행 시 조작을 시각화하여 명확하고 쉽게 설명하도록 함으로써 절차적 정보의 복잡성으로 인해 발생하는 학습에서의 오류를 개선하는데 기여하고자 하였다.

Abstract

Due to the complex characteristics of procedural tasks and the cognitive overload brought by its complexity, procedural learning and performance are closely related to mistakes and errors. As a prescriptive approach to improve procedural learning by reducing errors, visuals are suggested to be integrated into learning materials. Visual narrative, as a form of visualization, uses a series of scenes to deliver a message which contains a procedure by using text and pictures. Previous studies have shown that the use of visual narrative brought positive effects by reducing errors and improving performance time. An explanation for these positive effects was assumed that the procedural visualization might provide a mental model and lessen the extraneous cognitive load on learners. Although previous studies noted there were positive effects on using visual narrative, there was a lack of study on the design principles of visual narrative for learning a procedural task. This aim of this study is to develop the design principles of visual narrative for learning a procedural task. To investigate the design principles, the research questions was ‘what are the design principles of visual narrative for learning procedural tasks?’ To explore the design principles, related previous studies were analyzed. For the analysis of previous studies, literatures from diverse areas including instructional technology, cognitive psychology, technical communication, visual information design, and multimedia learning were collected, reviewed and analyzed, As a result, the design principles of visual narrative were developed into five general design principles and twenty-three sub-design principles. The five general principles are ‘goal setting, viewpoint presentation, flow consideration, operation explanation, and visual expression.’ Each design principle has three to eight sub-principles. In comparison to the previous studies in procedural learning, these principles suggest the importance of the visual explanation for ‘operation’ in understanding and performing procedural task to reduce the error in learning caused by the complexity of procedure. In addition, the principles take a new approach by developing the visual instructional design principles for the procedural task.

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