웹기반 학습에서 학습자료 유형과 학습내용 제시 시기가 인지부하, 효과성 및 효율성에 미치는 효과
The Effects of Modality of Text and Timing of Information Presentation on Cognitive Load, Effectiveness and Efficiency in Web Based Learning
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초록
기존의 웹기반 학습환경에 관한 연구들은 학습이론이나, 매체의 속성을 주요 고려 사항으로 여겨 왔다. 그러나 본 연구에서는 인간의 본질적인 인지구조의 이해와 그에 맞는 학습자료 개발에 초점을 두고자 하였다. 인간이 현실 세계에서 당면하는 문제들은 실제적이고 복잡하며, 때로는 인간의 작동기억의 한계를 넘을 때가 많다. 따라서 실제적인 학습환경을 제공하고자 하는 웹기반 학습환경에서는 이러한 인간의 작동기억의 한계점들이 인식되어야 하며, 그 극복 방안을 위한 교육적 노력이 구체적으로 요구된다. 그 대안의 하나로써, 본 연구에서는 학습자의 인지부하를 최적화하기 위한, 인지부하 최적화 학습환경(Cognitive Load Optimized Learning Environment: CLOLE)을 설계, 개발하였으며, 학습자의 인지구조를 고려한 학습자료의 유형과 학습내용의 제시 시기가 학습의 효과성과 효율성에 어떠한 영향을 미치는지를 실증적으로 알아보고자 하였다. 또한, 학습 현장에서 연구결과의 적용 가능성을 높이기 위하여, 형성적 연구(formative research)의 절차를 따랐다(Reeves, 2000). 본 연구 결과는 다음과 같다. 학습자가 실제적이고 복잡한 과제를 수행하는데, 그림이나 도표에 청각자료만의 해설을 제공하고, 절차정보의 학습내용은 필요한 때 동시에 제시하는 것이 인지부하를 감소시켰다. 이와 같이 학습내용의 동시적 제시는 학습의 효과도 높였다. 또한 학습의 효율성 측면에서는 청각자료 유형과 동시적 제시가 유의하게 높았고, 이 두 변수의 상호작용도 확인되었다. 따라서 학습의 청각자료 유형과 학습내용의 동시적 제시 시기는 학습자의 인지부하를 최적화하여, 학습의 효과성과 효율성을 높이는데 기여하는 것으로 나타났다.
Abstract
The purpose of this research is to analyze the effects of modality of text and timing of information presentation on cognitive load, effectiveness and efficiency on the CLOLE(Cognitive Load Optimized Learning Environment) in web based learning. This study attempted to find out answers to following 3 questions by examining CLOLE design based on its choice of supporting methods. One, whether the modality of text and timing of information presentation have significant effect on learner’s cognitive load on complex skill in web based learning. Two, whether the modality of text and timing of information presentation have significant effect on the effectiveness of learner's performance of complex skill in web based learning. Three, whether the modality of text and timing of information presentation have significant effect on the efficiency of learner's performance of complex skill in web based learning. Based on the results of the studies reported in this thesis, a set of refined guidelines is proposed for the design of web based instruction that resolves complex task. First, the message is to remove any information elements that are not necessary for learning. Second, the text accompanying a picture or animation should be presented as auditory text for preventing overload. Third, procedural information on complex task should present just in time for managing intrinsic load and avoiding split attention. These findings are particularly important for the instructional design of solving complex task because more and more educational approaches stress the importance of meaningful complex tasks. This study showed that the combination of the modality of text and complex task solving, and of the timing of information presentation and complex task solving strongly affect the success of these instructional methods.
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