과제유형과 화면설계방식이 인지부하요인의 과제난이도 지각과 정신적 노력에 미치는 영향
The Effects of Types of Task and Screen Design on Cognitive Load factors of Perceived Task Difficulties and Mental Efforts
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이 연구의 목적은 과제유형과 화면설계방식이 학습자의 인지부하요인(과제난이도 지각과 정신적 노력)과 과제수행요인(성취수준과 학습시간)에 미치는 영향을 검증하기 위한 것이다. 화면설계방식은 화면배치 기법과 화면분할 방식으로 구분될 수 있는데, 화면설계방식은 신속순차시각제시(rapid serial visual presentation: RSVP)에 의한 화면배치와 화면분할 기법을 적용한 것이다. 신속순차시각제시 기법 중에서 열쇠구멍식(keyhole)과 회전목마식(carousal)이 적용되었다. 과제는 총 3개가 제시되었으며, 2×2에 의한 반복측정 다변량분산분석기법을 적용했다. 연구에 참여한 인원은 총 56명이었으며 각 처치조건에 14명씩 동일규모로 실험이 진행되었다. 화면배치 기법은 다면 배치방식(열쇠구멍식)과 단면 배치방식(회전목마식)을 적용했으며, 화면분할 효과에서는 1단 분할과 2단 분할 조건이 적용되었다. 과제유형은 세 가지였으며, 1) 개념과제, 2) 비교과제, 3) 요약과제로 구분되었다. 과제유형과 화면설계방식(화면배치 vs. 화면분할)에서 과제난이도 지각과 정신적 노력에 대한 유의미한 차이가 나타났다. 화면분할은 과제난이도 지각에 영향을 미치고 있었으며, 화면배치는 정신적 노력에 대하여 영향을 미치고 있었다. 화면분할과 과제유형에서는 과제난이도 지각에 유의미한 차이를 발견할 수 있었다. 또한 화면배치와 과제유형 사이에서도 정신적 노력에서 유의미한 차이가 있었다. 그러나 과제수행요인(성취수준과 학습시간)에서는 유의미한 차이가 없었다. 과제유형에 따라서 화면분할 및 화면배치에 의한 영향력이 달라졌다는 것은 인지부하가 맥락적인 환경에 의해서 달라질 수 있음을 보여주는 것이다.
Abstract
The purpose of this study was to verify the effects of screen design and types of task. For screen design two factors were considered that RSVP(rapid serial visual presentation) format factor(keyhole vs. carousal) and screen partition (one column vs. two column). Three different types of task were given to the participants: 1) concept task, 2) comparison task, and 3) summary task. For the dependent variables, one was for cognitive load factors: 1) perceived task difficulty and 2) mental effort, the other was for performance factors: 1) task performance and 2) time-on-task. There was a significant difference in the analysis of between subject tests for the interaction between types of task and screen partition on perceived task difficulty. Also there was a significant difference for the interaction between types of task and RSVP(keyhole vs. carousal), However, no significant differences on both task performance and time-on-task. The results reveal that perceived task difficulty was related to the reading activity on screen without including relationship with the other reference screen. Additionally, mental effort may be influenced by whether learner could refer to associated screen simultaneously.
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