본문 바로가기
KERD
논문KCI 등재

멀티미디어 학습에서 사회적 단서가 학습성과에 미치는 영향

The effect of social cues in multimedia learning on learning performance

엄한숙|박인우
한국교육정보미디어학회 (Korea Association for Educational Information and Media)|2016.09|교육정보미디어연구 (Journal of Korean Association for Educational Information and Media)|제22권 제3호|pp. 583-603|DOI http://dx.doi.org/10.15833/KAFEIAM.22.3.583

0

조회

0

다운로드

2

인용

0

참고문헌

키워드

학업성취도학습만족도멀티미디어 학습learning achievementlearning satisfactionmultimedia learning사회적 단서social cue
주제분류교육학

초록

본 연구는 멀티미디어 학습에서 이미지, 목소리, 메시지 스타일(개인화) 등 사회적 단서의 수준을 차별적으로 처리한 네 가지 유형의 콘텐츠들이 학습성과에 미치는 영향을 탐색하는데 있다. 이를 위해 동일한 내용과 분량의 한국지리 강의를 첫째, 강사출연 동영상(강사의 이미지, 목소리, 메시지 스타일) 둘째, 칸스타일 동영상(목소리, 메시지 스타일) 셋째, 아나운서 내레이션 동영상(메시지 스타일) 넷째, 파워포인트 등 네 가지 종류의 학습 콘텐츠로 제작하여 학습용 태블릿에 저장하여 검사도구로 사용하였다. 고등학교 1학년 60명의 참가자들은 사회적 단서가 수준별로 처치된 콘텐츠 유형에 따른 4개의 집단에 무선할당 되었고 50분간 통제된 실험 상황에서 연구가 실시되었다. 실험 결과 콘텐츠의 사회적 단서는 수준별 제시 여부에 따라 학습만족도(F=5.178, p=.003)와 학업성취도(F=3.457, p=.022)의 집단간 차이에서 각각 통계적으로 유의미하였다. 실험을 통해 본 연구는 첫째, 사회적 단서의 수준이 높을수록 학습만족도와 학업성취도가 높다는 사실을 검증하였으며 둘째, 다양한 수준의 사회적 단서를 포함하고 있는 멀티미디어 콘텐츠 학습에서 메시지 스타일을 통한 개인화의 원리가 매우 중요하게 작용하고 있음을 확인하였다.

Abstract

This study aims to observe how social cues influence learners’ satisfaction and learning performance in the process of learning contents which contain different levels of social cues such as image, voice and style of message (individualization). To achieve a significant statistical result, this study assigned four types of experimental groups and studied their differences. There are four types of video contents according to the level of social cue included; the first type consists of the image and voice of a lecturer and a style of the message which are high-level social cues. The second type has a voice of a lecturer and a style of message, and the third one is in a third-person perspective where a voice of a lecturer is dubbed by an announcer’s narration. And the last type only consists of PowerPoint contents without any social cues. 60 first year high school students from a major Korean city participated in this experiment. They were randomly divided into four different groups which were classified according to the contents with different levels of social cues. After the participants performed learning under the controlled experiment for 50 minutes with their own tablet PC, they answered questionnaires. The result showed a statistically significant difference between the groups in terms of learner’s learning satisfaction (F=5.178, p= .003) and learning achievement (F=3.457, p= .022). Learner’s learning satisfaction was observed highest in the video where a lecturer is present, and it was followed by Khan style video, PowerPoint, and announcer narration, accordingly. Based on the results of the experiment, first this study could verify that both learner’s satisfaction and learning achievement are proportional to the level of social cues, and second, identify that the principle of individualization through the style of message in multimedia contents learning including various levels of social cues plays a significantly important role.

참고문헌 (50)

  1. 엄한숙, "강사 출연 여부에 따른 동영상 유형 및 동영상 분절이 학습성과에 미치는 영향", 교육방법연구, 28(2), pp.369~393 (2016), 한국교육방법학회
  2. 홍원준, "동영상 강의 분할시간이 학습성과에 미치는 영향 -스마트폰을 활용한 모바일 학습환경을 중심으로-", 한국콘텐츠학회 논문지, 13(12), pp.1048~1057 (2013), 한국콘텐츠학회[DOI]
  3. Atkinson, R. K., "Fostering social agency in multimedia learning : Examining the impact of an animated agent’s voice", Contemporary Educational Psychology, 30(1), pp.117~139 (2005)
  4. Baddeley, A., "Working memory", Science, 255, pp.556~559 (1992)
  5. Beck, R. J., "Effects of videocase construction on preservice teachers'observations of teaching", The Journal of Experimental Education, 70(4), pp.345~361 (2002)
  6. Bolliger, D. U., "Key factors for determining student satisfaction in online courses", International Journal on E-learning, 3(1), pp.61~67 (2004)
  7. Boucheix, J. M., "What animated illustrations conditions can improve technical document comprehension in young students? Format, signaling and control of the presentation", European Journal of Psychology of Education, 20(4), pp.369~388 (2005)
  8. Chandler, P., "Cognitive load theory and the format of instruction", Cognition and instruction, 8(4), pp.293~332 (1991)
  9. Chen, C. M., "Effects of different video lecture types on sustained attention, emotion, cognitive load, and learning performance", Computers & Education, 80, pp.108~121 (2015)
  10. Cohen, P. A., "Educational outcomes of tutoring : A meta-analysis of findings", American educational research journal, 19(2), pp.237~248 (1982)
  11. Derry, S. J., "The Cambridge handbook of multimedia learning", pp.785~812 (2014)
  12. Koning, B. B., "Attention cueing as a means to enhance learning from an animation", Applied Cognitive Psychology, 21(6), pp.731~746 (2007)
  13. Koning, B. B., "Towards a framework for attention cueing in instructional animations : Guidelines for research and design", Educational Psychology Review, 21(2), pp.113~140 (2009)
  14. Frechette, C., "The roles of animated pedagogical agents’ presence and nonverbal communication in multimedia learning environments", Journal of Media Psychology (2010)
  15. Graesser, A. C., "Who said what? Source memory for narrator and character agents in literary short stories", Journal of educational psychology, 91(2), pp.284~ (1999)
  16. Gregory, N. J., "Giving subjects the eye and showing them the finger : Socio-biological cues and saccade generation in the anti-saccade task", Perception, 41(2), pp.131~147 (2012)
  17. Griffin, D. K., "Podcasting by synchronising PowerPoint and voice : What are the pedagogical benefits?", Computers & Education, 53(2), pp.532~539 (2009)
  18. Gullberg, M., "What speakers do and what addressees look at : Visual attention to gestures in human interaction live and on video", Pragmatics & Cognition, 14(1), pp.53~82 (2006)
  19. Homer, B. D., "The effects of video on cognitive load and social presence in multimedia-learning", Computers in Human Behavior, 24(3), pp.786~797 (2008)
  20. Horz, H., "Cognitive load in learning with multiple representations", Cognitive Load:Theory & Application, pp.229~252 (2010)
  21. Huff, M., "Verbalizing events: Overshadowing or facilitation?", Memory & Cognition, 36(2), pp.392~402 (2008)
  22. Inglese, T., "Using audiovisual TV interviews to create visible authors that reduce the learning gap between native and non-native language speakers", Learning and instruction, 17(1), pp.67~77 (2007)
  23. Ilioudi, C., "Investigating Differences among the Commonly Used Video Lecture Styles", Proceedings of the Workshop on Analytics on Video-based Learning, WAVe ’13 (2013)
  24. Kim, J., "Understanding in-video dropouts and interaction peaks inonline lecture videos", Proceedings of the first ACM conference on Learning@ scale conference, pp.31~40 (2014), ACM
  25. Kizilcec, R. F., "Showing face in video instruction: Effects on information retention, visual attention, and affect", Proceedings of the annual SIGCHI Conference on Human Factors in Computing Systems, pp.2095~2102 (2014), Association for Computing Machinery
  26. Krämer, N. C, "Psychological research on embodied conversational agents : the case of pedagogical agents", Journal of Media Psychology, 22, pp.47~51 (2010)
  27. Krämer, N. C., "Personalizing e-learning. The social effects of pedagogical agents", Educational Psychology Review, 22(1), pp.71~87 (2010)
  28. Mautone, P. D., "Signaling as a cognitive guide in multimedia learning", Journal of Educational Psychology, 93(2), pp.377~ (2001)
  29. Mayer, R. E., "Multimedia aids to problem-solving transfer", International Journal of Educational Research, 31(7), pp.611~623 (1999)
  30. Mayer, R. E., "What good is educational psychology? The case of cognition and instruction", Educational Psychologist, 36(2), pp.83~88 (2001)
  31. Mayer, R. E., "Multimedia learning", Psychology of learning and motivation, 41, pp.85~139 (2002)
  32. Mayer, R. E., "The promise of multimedia learning : using the same instructional design methods across different media", Learning and instruction, 13(2), pp.125~139 (2003)
  33. Mayer, R. E., "The Cambridge handbook of multimedia learning", pp.201~212 (2005), Cambridge University Press
  34. Mayer, R. E., "The Cmbridge handbook of multimedia learning" (2014), Cambridge University Press
  35. Mayer, R. E., "A Personalization effect in multimedia learning: Students learn better when words are in conversational style rather than formal style", Journal of Educational Psychology, 96(2), pp.389~395 (2004)
  36. Mayer, R. E., "Nine ways to reduce cognitive load in multimedia learning", Educational psychologist, 38(1), pp.43~52 (2003)
  37. Mayer, R. E., "Social cues in multimedia learning : Role of speaker's voice", Journal of Educational Psychology, 95(2), pp.419~ (2003)
  38. Moreno, R., "Optimizing learning from animations by minimising cognitive load : Cognitive and affective consequences of signalling and segmentation methods", Applied Cognitive Psychology, 21, pp.765~781 (2007)
  39. Moreno, R., "Interactive multimodal learning environments", Educational Psychology Review, 19(3), pp.309~326 (2007)
  40. Reeves, B., "How people treat computers, television, and new media like real people and places", pp.119~ (1996), CSLI Publications and Cambridge university press
  41. Najjar, L. J., "Principles of educational multimedia user interface design", Human Factors: The journal of the human factors and ergonomics society, 40(2), pp.311~323 (1998)
  42. Paivio, A., "Mental representations : A dual coding approach" (1986), Oxford University Press
  43. Park, O. -C., "Instructional conditions for using dynamic visual displays e a review", Instructional Science, 21, pp.427~449 (1993)
  44. Park, S., "The effects of social cue principles on cognitive load, situational interest, motivation, and achievement in pedagogical agent multimedia learning", Journal of Educational Technology & Society, 18(4), pp.211~229 (2015)
  45. Schnotz, W., "Construction and interference in learning from multiple representation", Learning and instruction, 13(2), pp.141~156 (2003)
  46. Schwartz, D. L., "It is not television anymore: Designing digital video for learning and assessment", Video research in the learning sciences, pp.335~348 (2007)
  47. Shin, N. M., "Transactional presen as acritical predictor of success in distance learning", Distance Education, 24(1), pp.69~86 (2003)
  48. Töpper, J., "Extending social cue based principles of multimedia learning beyond their immediate effects", Learning and Instruction, 29, pp.10~20 (2014)
  49. Van Gog, T., "Learning from video modeling examples : Effects of seeing the human model's face", Computers & Education, 72, pp.323~327 (2014)
  50. Wittrock, M. C., "Handbook of research on teaching: a project of the american educational research association" (1986), Macmillan

관련 논문AI추천

강사 출연 여부에 따른 동영상 유형 및 동영상 분절이 학습성과에 미치는 영향박인우, 엄한숙한국교육방법학회 · 교육방법연구2016 · 제28권 제2호멀티미디어학습에서 캐릭터 에이전트의 활용이 사회적 실재감에 미치는 영향김은주, 정선영한국교육정보미디어학회 · 교육정보미디어연구2008 · 제14권 제1호온라인 강의에서 내용제시유형이 인지적 실재감과 학습효과에 미치는 영향강명희, 구한나, 김지심, 문소영, 정지윤한국교육정보미디어학회 · 교육정보미디어연구2007 · 제13권 제4호텍스트 기반 멀티미디어 학습에서 시각적 단서와 학습자 메타인지 수준이 인지부하에 미치는 영향이정은, 조일현한국교육정보미디어학회 · 교육정보미디어연구2020 · 제26권 제3호멀티미디어 학습에서 정보제시 유형이 몰입과 교수 효율성에 미치는 영향김동식, 나청수, 정재원한국교육정보미디어학회 · 교육정보미디어연구2014 · 제20권 제4호멀티미디어 환경에서 정보제시 유형과 인지부하가 정보처리에 미치는 영향송승진, 조경자, 한광희한국인지과학회 · 인지과학2002 · 제13권 제3호

이 간행물의 다른 논문 (10건)

언어네트워크 분석 활용 스마트교육에 대한 연구 동향 분석서준일, 장경원pp. 409-438플립러닝에서 자기결정성 요인, 협력지향성, 인지적 실재감, 인지된 성취도의 관계임규연, 진명화, 조일현, 김시원pp. 439-462초등학교 플립드 러닝의 효과 분석:학업성취도와 교과 태도를 중심으로김현진, 정민pp. 463-484이러닝 디지털 리터러시 측정도구 개발김정겸, 양미석pp. 485-507초․중등 교수학습 지원을 위한 디지털교과서 뷰어 개발 및 사용성 평가정광훈, 김한성pp. 509-531
원문 보기