멀티미디어 학습 환경에서 연습문제의 유형이 인지적 기능의 획득에 미치는 효과
Effect of practice problem format on cognitive skill acquisition in multimedia-based instruction
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초록
학습과제에 대해 부분적인 쉐마가 형성된 학습자들에게 문제만의 제시가 보기-문제를 조합해서 제시하는 것보다 더 유용한 연습 조건인지, 또 그러한 결과가 학습자들이 연습문제를 해결하는 동안의 해결의 정확도와 관련이 있는지 조사하였다. 초등학교 3학년 68명을 연습조건(문제, 보기-문제 조합, 축소문제)에 따라 무선 배치하여 멀티미디어 학습환경에서 실험을 실시하였다. 학습과제는 수학과의 내용이었다. 학습자들의 학습시간, 학습 중 연습문제에 대한 해결의 정확도, 그리고 직후검사 및 1일 지연검사를 통해 학습자들의 성취를 측정하였다. 연구결과, 학습과제에 대한 쉐마가 부분적으로 형성된 학습자들에게는 보기-문제 조합보다는 문제만 제시한 조건이 더 유용한 연습조건이었다. 이러한 결과는 학습자들이 연습문제를 해결하는 중의 해결의 정확도와 관련이 있었다. 또한 연습 조건별 차이는 학습자들이 연습문제를 해결하는 동안 스스로 해결해야하는 연습문제 문항의 수와도 관련이 있었다. 표적과제에 대한 학습자의 지식수준이 높아지면, 수업적 지원이 없는 충분한 수의 문제와 피드백의 제시가 유용한 수업전략이며, 이러한 효과는 학습자가 연습문제를 해결하는 동안의 반응의 정확도가 매개되었음을 시사한다.
Abstract
This study investigated if presenting problems only to the learner is more effective instructional procedure than the matched worked example and problem for the learners who already formed partial schema of the target cognitive skill. It also investigated if the results of two practice conditions is related to the achievement level of learners at practice phase. An experiment was implemented on 68 third grade elementary school students. Participants were randomly assigned either to problems only condition, to matched worked example and problem condition, or to reduced number of problems only condition. Participants studied a topic on mathematics in a multimedia based instruction. Learners' study time, their response correctness to the practice problems, and achievement level after the treatment were measured. Results revealed that problems only is more effective as a practice condition than the matched worked example and problem condition for the learners. The results of different practice conditions were related to the level of each student's response correctness to the practice problems. The results also tell us that the effect of practice conditions depends on the number of practice problems learners actually have to try to solve for themselves. The results of this study suggest that it is a better instructional procedure to present enough numbers of problems only to the learners at practice phase than the matched worked examples and problems when learners already formed partial schema of the target cognitive skill. The results also suggest that learners' response correctness level is a variable that mediates the effect of different instructional treatments employed in this study.
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