텍스트 중심의 읽기자료에서 화면배치유형과 동기 메시지가 인지부하에 미치는 영향
The Effects of Screen Design and Motivational Message on Cognitive Load in Expository Text
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초록
이 연구의 목적은 텍스트 중심의 화면설계를 위하여 1) 화면배치와 읽기목적과의 관련성과 2) 동기적 메시지의 적용효과를 검증하기 위한 것이다. 실험 1에서는 화면배치(단면배치 vs. 다면배치)×읽기목적(학습목적 vs. 여가목적)의 효과를 검증했다. 읽기목적에 따라서 학습자의 사고과정이 달라지기 때문에 이를 반영한 설계전략을 제안하기 위한 것이다. 이 실험을 위하여 101명의 참가자가 실험에 투입되었으며, 단면배치조건에서 학습자는 정신적 노력을 더 투입했고 과제완성 시간도 더 빨랐던 것으로 나타났다. 그러나 화면배치와 읽기목적에 의한 상호작용효과를 발견할 수 없었다. 또한 화면배치에 의한 주효과는 있었지만 읽기목적 자체에 의한 유의미한 효과를 발견할 수 없었다. 따라서 단면배치가 더 효과적이었다. 실험 2에서는 단면배치 조건에서 메시지 설계방식을 검증했다. 인지적 메시지와 정서적 메시지가 인지부하요인에 미치는 영향을 검증한 것이다. 84명의 참가자가 실험에 참여했으며, 인지적 메시지와 정서적 메시지는 유의미한 상호작용효과를 가진 것으로 나타났다. 또한 인지적 메시지를 제공받았을 때 정신적 노력과 학습시간에의 투입이 더 늘어났다. 과제성취에서도 인지적 메시지에 의한 주효과가 유의미한 것으로 나타났다. 또한 정신적 효율성(mental efficiency)에서는 학습자의 정서적 메시지만을 받은 집단과 인지적․정서적 메시지를 모두 받은 집단에서 유의미한 차이가 나타났다. 이런 결과가 나타난 것은 정서적 메시지가 학습자 스스로 자신의 학습활동이 적절한 수준에 있다고 판단하게 만드는 것으로 볼 수 있다. 종합논의를 통하여 인지부하에 대한 상황적 해석의 문제점, 정신적 효율성 측정을 위한 학습시간의 고려, 정서적 격려에 의한 잘못된 지각 가능성에 대한 논의를 제시하였다.
Abstract
The purpose of this study was two-folds. First, it was to identify the differences between screen layout and reading purpose which would lead different cognitive process. For this study two representative reading purposes were compared between study vs. entertainment purposes. Second, it was to confirm the effectiveness of message design between emotional vs. cognitive when a keyhole method was employed. In order to meet the purpose of this study two separated experiments were conducted. For the experiment 1 one hundred and one college students participated into 2×2 factorial design(screen design vs. reading purposes). Keyhole method of screen design could facilitate more mental efforts than carousal method but there was no interaction effect. For the second experiment, eighty-four college students participated into 2×2 factorial design(emotional message vs. cognitive message) for motivational strategy when a keyhole method employed. It was concluded that using emotional message could possibly impose learner's mental effort because emotional message would lead learners doing just good enough where more mental effort needed. Also there was significant difference in cognitive efficiency across treatment conditions. When learners did not have cognitive message while they were receiving emotional message, they showed worse cognitive efficiency compared to those who have message from both emotional and cognitive.
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