시각단서의 유형과 학습용 에이전트의 사실성 수준이 인지부하요인과 학습성취에 미치는 효과
Attentional Guidance of Visual Cueing and Levels of Realism of Pedagogical Agent on Cognitive Load Factors and Achievement
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이 연구의 목적은 시각단서에 의한 주의집중 유도전략과 학습용 에이전트에 의한 사회적 상호작용이 인지부하에 미치는 영향을 분석하기 위한 것이다. 이 연구를 위하여 두 번의 실험이 실시되었다. 실험1에서는 시각단서와 에이전트를 제공함으로써 두 가지 전략이 어떤 종류의 인지부하에 영향을 미치는가를 확인하였다. 총 68명의 연구대상자가 참여했다. 시각단서의 제시여부 및 에이전트의 제시여부에 따른 2×2 요인설계가 적용되었다. 실험결과에 따르면 시각단서가 제시된 집단에서 학습자료에 대한 사용성 평가요인이 더 긍정적인 것으로 나타났다. 또한 에이전트 제공집단에서는 정신적 노력에 대한 투입이 더 많았던 것으로 나타났다. 실험2에서는 시각단서의 유형(외재적 시각단서 vs. 내재적 시각단서)과 에이전트의 사실성 수준(정밀묘사 vs. 일러스트)에 따라서 인지부하에 미치는 영향을 분석했다. 실험참가 인원은 68명이었으며, 2×2 요인설계가 적용되었다. 시각단서는 내재적 시각단서와 외재적 시각단서로 구분되었다. 내재적 시각단서는 대상물 위에 직접적으로 시각적 주의집중을 유도하는 전략이다. 외재적 시각단서는 대상물의 바깥에서 화살표나 그 밖의 표시를 사용해서 중요한 내용을 나타내는 방법이다. 에이전트의 사실성 정도는 정밀묘사버전 에이전트와 일러스트버전 에이전트가 적용되었다. 인지부하 요인에 대한 결과에서는 정신적 노력과 자기평가에서 에이전트의 사실성 수준에서 주효과가 나타났다. 정밀묘사버전 에이전트에서 더 높은 정신적 노력과 자기평가 점수가 나타났다. 그러나 시각단서의 유형에서는 유의미한 차이가 없었다. 또한 실험2에서는 학습성취도 검사가 실시되었는데, 난이도 높은 문제와 낮은 문제로 나뉘어 분석되었다. 난이도가 낮은 문제에는 유의미한 차이가 없었다. 그러나 난이도가 높은 문제에서는 에이전트의 사실성 정도와 시각단서의 유형에 의한 상호작용효과가 나타났다. 외재적 시각단서를 적용한 조건에서 정밀묘사버전 에이전트를 사용한 집단의 성취수준이 더 높았다. 그러나 외재적 시각단서를 사용하고 있더라도 일러스트버전을 사용하면 성취수준이 낮았다.
Abstract
The purpose of this study was to identify how the visual cueing and pedagogical agent were connected to specific types of cognitive load. This study had two research purposes: 1) Identify the relationship between visual cueing and agent with cognitive load and 2) Identify how types of visual cues and degree of reality of agent have an impact on cognitive load and comprehension test. For these research goals two experiments were conducted. In the experiment1, 68 college students participated into 2×2 factorial design(presence and absence of visual cueing and pedagogical agent). The results revealed that there were significant differences on mental effort by agent and usability by visual cueing. In the experiment2, 68 college students were recruited for 2×2 factorial design with types of visual cueing (internal visual cueing vs. external visual cueing) and types of pedagogical agent(realistic agent vs. illustrated agent). The result showed that there were significant differences on mental effort and self-evaluation by the types of pedagogical agent. Realistic agent showed better results of mental effort and self-evaluation. Additionally, students' comprehension test scores were analyzed. There was no main effect by the visual cueing and agent. However, there was a strong interaction effect by visual cueing and agent in the high difficult question problems. The result showed when students were using the external visual cueing the realistic agent outperformed those who with the illustrated agent.
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