멀티미디어 학습에서 정보제시 유형이 몰입과 교수 효율성에 미치는 영향
The Effect of Types of Information Presentation on the Flow and the Instructional Efficiency in Multimedia Learning
0
조회
0
다운로드
8
인용
0
참고문헌
키워드
초록
본 연구는 멀티미디어 학습에서 사전훈련을 마친 후 제공하는 애니메이션 정보제시 유형이 몰입과 교수 효율성에 미치는 영향을 탐구하는 것을 목적으로 한다. 이를 위해 인지부하 조절 측면에서 인지부하를 최적화하기 위해 멀티미디어 설계 원리를 기반으로 네 가지 유형의 애니메이션 정보제시 유형을 활용하여 멀티미디어 학습을 진행하였다. 연구 참여자는 중학생 52명이었고, 연구 대상자를 무작위로 네 집단으로 나누고 동일한 사전훈련을 제공한 후 본 학습에서는 애니메이션 정보 제시 유형을 집단 별로 차이를 두어 제공하였다(애니메이션과 내레이션을 제공한 그룹, 애니메이션과 요약 내레이션을 제공한 그룹, 애니메이션, 내레이션, 요약 텍스트를 제공한 그룹, 애니메이션, 요약 내레이션, 핵심 단어를 제공한 그룹). 학습이 끝난 후 몰입, 인지부하, 학습내용 이해를 측정하여 공분산분석을 실시하고 교수 효율성을 측정하였다. 연구결과에 의하면 ‘애니메이션+요약 내레이션’ 그룹이 몰입과 교수 효율성에서 가장 효과적, 효율적인 정보제시 유형으로 나타났으며 ‘애니메이션+요약 내레이션+핵심 단어’ 그룹도 몰입과 교수 효율성에서 좋은 결과를 보여주었다. 이를 통해 사전훈련을 실시하는 멀티미디어 학습에서는 학습내용을 간략히 제시하거나 핵심 단어를 관련 내용 바로 옆에 제시함으로써 학습결과를 효과적으로 이끌 수 있다는 것을 알 수 있다. 또한 학습내용에 대한 관련 영역 스키마를 획득한 학습자에게는 학습자의 전문성을 고려한 정보제시 유형을 제공하는 것이 무엇보다 중요하며 사전훈련이 학습자의 전문성에 긍정적인 영향을 미친다는 것을 고려하여 교수․학습 전략을 세워야 한다는 것을 알 수 있다.
Abstract
The purpose of this study was to identify the effects of the types of information presentation provided after the pre-training on flow and instructional efficiency. Participants were 52 middle school students and they were divided into four groups and each group was provided different types of information presentation as follows after the pre-training: the animation with narration type, the animation with concise narration type, the animation, narration, with concise text type, the animation concise narration, with key word type. After e-learning, flow and instructional efficiency were analyzed using covariance. The results of this study are as follows: the flow and instructional efficiency of the animation with concise narration presented group was the highest and the animation, concise, with key word presented group was effective as well. Through this result, the presentation of concise contents or key words next to the relevant information can improve learning performance in multimedia learning by utilizing pre-training.
참고문헌 (41)
- 류지헌, "인지 부하 측정을 위한 구인의 탐색 및 타당화", 교육정보미디어연구, 15(2), pp.1~27 (2009), 한국교육정보미디어학회
- 정재원, "애니메이션 기반의 이러닝에서 정보제시 유형이 인지부하와 학습내용 이해에 미치는 영향", 교육정보미디어연구, 19(4), pp.635~657 (2013), 한국교육정보미디어학회
- Agarwal, R., "Time flies when you’re having fun : Cognitive absorption and beliefs about information technology usage", MIS Quarterly, 24(4), pp.665~694 (2000)
- Baek, Y. K., "Color, graphics, and animation in a computer-assisted learning tutorial lesson", Journal of Computer-Based Instruction, 15(4), pp.131~135 (1988)
- Chandler, P., "Cognitive load theory and the format of instruction", Cognition and Instruction, 8(4), pp.293~332 (1991)
- Chen, H., "Optimal experience of web activities", Computers in human behavior, 15(5), pp.585~608 (1999)
- Cierniak, G., "Explaining the split-attention effect: Is the reduction of extraneous cognitive load accompanied by an increase in germane cognitive load?", Computers in Human Behavior, 25, pp.315~324 (2009)
- Coleman, P. T., "A systematic approach to evaluating the effects of collaborative negotiation training on individuals and groups", Negotiation Journal, 17(4), pp.329~358 (2001)
- Csikszentmihalyi, M., "Flow: The Psychology of Optimal Experience" (1990), Harper Collins
- Csikszentmihalyi, M., "Being adolescent" (1984), Basic Books
- Csikszentmihalyi, M., "Talented teenagers. The roots of success and failure" (1993), Cambridge University Press
- Deutsch, M., "The handbook of conflict resolution: Theory and practice" (2000), Jossey-Bass
- Ghani, J. A., "The experience of flow in computer-mediated and in face-to-face groups", Paper presented at the Proceedings of the Twelfth International Conference on Information Systems (1991)
- Hegarty, M., "Dynamic visualizations and learning : Getting to the difficult questions", Learning and Instruction, 14(3), pp.343~352 (2004)
- Hegarty, M., "Learning with animation: Research implications for design", pp.3~29 (2008)
- Johnson, D. W., "Values, the classroom, and cultural diversity", pp.15~28 (2000), Cassell
- Jones, T. S., "Does it work? The case for conflict resolution education in our nations’s schools" (2000), Conflict Resolution Education Network
- Kalyuga, S., "When problem solving is superior to studying worked examples", Journal of educational psychology, 93(3), pp.579~ (2001)
- Kiili, K., "Digital game-based learning : Towards an experiential gaming model", The Internet and higher education, 8(1), pp.13~24 (2005)
- Lowe, R. K., "Learning with animation: Research implications for design", pp.49~ (2008)
- Mayer, R. E., "Multimedia Learning" (2001), Cambridge University Press
- Mayer, R. E., "Research implications for design", pp.30~48 (2008)
- Mayer, R. E., "Animations need narrations : An experimental test of a dual-coding hypothesis", Journal of educational psychology, 83(4), pp.484~ (1991)
- Mayer, R. E., "The instructive animation : Helping students build connections between words and pictures in multimedia learning", Journal of educational psychology, 84(4), pp.444~ (1992)
- Mayer, R. E., "A split-attention effect in multimedia learning : Evidence for dual processing systems in working memory", Journal of educational psychology, 90(2), pp.312~ (1998)
- Mousavi, S. Y., "Reducing cognitive load by mixing auditory and visual presentation modes", Journal of educational psychology, 87(2), pp.319~ (1995)
- Paas, F., "Cognitive load theory : Instructional implications of the interaction between information structures and cognitive architecture", Instructional Science, 32(1), pp.1~8 (2004)
- Paas, F., "The efficiency of instructional conditions : An approach to combine mental effort and performance measures", Human Factors, 35(4), pp.737~743 (1993)
- Park, O., "Selective use of animation and feedback in computer-based instruction", Educational Technology Research and Development, 40(4), pp.27~38 (1992)
- Park, O., "Instructional conditions for using dynamic visual display : A review", Instructional Science, 21(6), pp.427~449 (1992)
- Pollock, E., "Assimilating complex information", Learning and Instruction, 12(1), pp.61~86 (2002)
- Rieber, L. P., "The effects of computer animated elaboration strategies and practice on factual and application learning in an elementary science lesson", Journal of educational computing research, 5(4), pp.431~444 (1989)
- Renkl, A., "Structuring the transition from example study to problem solving in cognitive skill acquisition : A cognitive load perspective", Educational psychologist, 38(1), pp.15~22 (2003)
- Sweller, J., "Cognitive load during problem solving : Effects on learning", Cognitive Science, 12(2), pp.257~285 (1988)
- Sweller, J., "The Cambridge handbook of multimedia learning", pp.159~167 (2005), Cambridge University Press
- Sweller, J., "Cognitive architecture and instructional design", Educational psychology review, 10(3), pp.251~296 (1998)
- Tversky, B., "Animation: can it facilitate?", Instructional journal of human-computer studies, 57(4), pp.247~262 (2002)
- van Gog, T., "Instructional efficiency : Revisiting the original construct in educational research", Educational Psychologist, 43, pp.16~26 (2008)
- van Gog, T., "Effects of process-oriented worked examples on troubleshooting transfer performance", Learning and Instruction, 16(2), pp.154~164 (2006)
- van Merriënboer, J. J. G., "Strategies for computer-based programming instruction : Program completion vs. program generation", Journal of Educational Computing Research, 8, pp.365~394 (1992)
- Yang, E. -m., "Spatial ability and the impact of visualization", animation on learning electrochemistry, 2003, pp.25(3), 329~349