멀티미디어 학습자료 설계를 위한 인지부하 설문의 민감도 분석 및 학습 성취에 대한 예언변수 분석
Sensitivity of Cognitive Load Factors and Prediction for Learning Achievement upon the Levels of Task in Multimedia Learning
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초록
이 연구는 멀티미디어 학습 자료를 설계하기 위한 인지부하 설문의 민감도를 분석하기 위한 것으로 과제 난이도의 변화에 따라서 인지부하의 요인이 민감하게 반응하는지를 분석하기 위한 것이다. 설문지의 민감도를 분석하기 위해서 세 가지 방법이 적용되었는데, 1) 다차원 척도에 대한 문항 신뢰도의 점검, 2) 과제 난이도에 따른 집단 간 차이분석, 3) 이해도 검사를 통한 학습 성취에 대한 예측변수의 분석이다. 각 연구목적의 달성을 위하여 1) 문항의 내적 일관성 및 구인 신뢰도의 비교, 2) 구조방정식에 의한 잠재평균의 분석, 3) 다변량회귀분석을 적용했다. 이 연구에는 212명의 대학생이 참여했으며, 쉬운 과제와 어려운 과제로 구성된 학습활동에 참여했다. 과제 난이도에 따른 민감도 차이를 분석하기 위해서 잠재평균분석 기법을 적용했다. 이 기법은 구조방정식을 적용함으로써 측정오차를 고려한 집단 간 차이를 분석하기 위한 것이다. 각 분석기법을 통하여 다음과 같은 결과를 얻을 수 있었다. 첫째, 모든 인지부하요인에 대한 구인 신뢰도 및 문항 신뢰도는 수용범위 내에서 구성되는 것을 확인할 수 있었다. 문항 내적 일관성 및 다차원 척도에 대한 구인 신뢰도는 모두 수용 할 수준의 결과를 보였다. 둘째, 잠재평균분석에서는 과제 난이도 지각과 자기평가에서 유의미한 차이가 나타났다. 과제의 난이도 차이가 발생할 때, 과제에 대한 학습자의 난이도 지각과 자신의 인지활동에 대한 자기평가 점수가 유의미하게 달라지는 것으로 나타났다. 셋째, 이해도 검사에 대한 회귀분석의 결과에서는 과제 난이도에 따라서 예측변수가 다르다는 것을 확인할 수 있었다. 쉬운 과제에서는 과제 난이도를 높게 지각한 학습자일수록 사후평가의 성취가 떨어지는 것으로 나타난 반면 어려운 과제에서는 자기평가를 높게 지각하는 학습자일수록 성취가 높은 것으로 나타났다.
Abstract
This study was to identify the relationships among the five cognitive load factors: 1) task demand, 2) mental effort, 3) perceived task difficulty, 4) self-evaluation, and 5) usability of the learning material. Particularly, for this study it was a purpose of testing the sensitivity of the cognitive load survey instrument by the different levels of task difficulties. 212 students were participated into the lable. Two different levels of task were presented to the participants to identify how well the differences of task difficulty is sensitive. Specifically, this study set up three sub-research goals. First, it was to evaluate the reliability of each cognitive load factor. For the analysis Cronbach's alpha and construct reliability were tested. The result revealed that the cognitive load factor survey showed acceptable reliability. Second, a latent mean comparison was conducted. The result showed that the perceived task difficulty and self-evaluation had significant an impact on the cognitive load factors. Third, a multiple-regression was applied to measure what cognitive load factors may have impact on the task performance. When participants were in an easy task, the perceived task difficulty was a significant variable to predict the levels of learning achievement. However, when participants were in a hard task, the self-evaluation showed a significant prediction power on the learning achievement.
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