본문 바로가기
KERD
논문KCI 등재

하이퍼텍스트 학습환경에서 학습전략, 메타인지, 작동기억이 성취도에 미치는 영향

The effects of learning strategies, metacognition and working memory on achievement in the hypertext learning environment

진화봉|오선아
한국교육정보미디어학회 (Korea Association for Educational Information and Media)|2004.03|교육정보미디어연구 (Journal of Korean Association for Educational Information and Media)|제10권 제1호|pp. 35-63

0

조회

0

다운로드

10

인용

0

참고문헌

키워드

정합성메타인지metacognitionworking memorycoherence학습전략중앙집행장치central executive하이퍼텍스트learning strategyhypertext작동기억메타인지적 규제metacognitive regulation
주제분류교육학

초록

The purpose of this study was to examine the effects of learning strategies, metacognition, working memory on achievement in the hypertext learning environment and also to review what the most influential variables is in the hypertext learning. The subjects were 92 sixth graders. They were assigned to either experimental groups (text-strategy group, hypertext-strategy group) and control groups (text-strategy control group, hypertext-strategy control group). The experimental groups performed a learning strategy to reduce cognitive load. In contrast, the control groups did not make use of a learning strategy. The results were as follows: As expected, the experimental groups significantly outperformed the control groups. The high metacognitive regulation group achieved higher scores than its low counterpart. However, there appeared to be no significant differences on the level of metacognitive knowledge. As the level of working memory span, the central executive span affected achievement. However, the phonological loop and visuo-spatial working memory span didn't significantly affect achievement. The results of study demostrate that metacognitive regulation and central executive are influential variables that can be used to help achievement in hypertext. The findings suggest that metacognition and working memory should be taken into consideration in hypertext instructional design in order to reduce extraneous cognitive load and increase germane cognitive load.

Abstract

The purpose of this study was to examine the effects of learning strategies, metacognition, working memory on achievement in the hypertext learning environment and also to review what the most influential variables is in the hypertext learning. The subjects were 92 sixth graders. They were assigned to either experimental groups (text-strategy group, hypertext-strategy group) and control groups (text-strategy control group, hypertext-strategy control group). The experimental groups performed a learning strategy to reduce cognitive load. In contrast, the control groups did not make use of a learning strategy. The results were as follows: As expected, the experimental groups significantly outperformed the control groups. The high metacognitive regulation group achieved higher scores than its low counterpart. However, there appeared to be no significant differences on the level of metacognitive knowledge. As the level of working memory span, the central executive span affected achievement. However, the phonological loop and visuo-spatial working memory span didn't significantly affect achievement. The results of study demostrate that metacognitive regulation and central executive are influential variables that can be used to help achievement in hypertext. The findings suggest that metacognition and working memory should be taken into consideration in hypertext instructional design in order to reduce extraneous cognitive load and increase germane cognitive load.

참고문헌 (53)

  1. "인터넷을 활용한 자기규제 학습 유형이 학습자-자료 상호작용에 미치는 영향", 27, pp.165~178 (1998)
  2. "메타인지와 하이퍼텍스트 구조가 저작체제 학습에 미치는 효과", 32(5), pp.207~234 (1994)
  3. "하이퍼텍스트 학습상황에서 메타인지, 인지오류, 인지오류 감지 및 하이퍼텍스트 구조가 저작체제 학습에 미치는 효과.", 11(1), pp.123~160 (1995)
  4. "하이퍼텍스트에서 탐색도구들의 작동기억 부하량과 부하량 감소에 대한 상대적 효과", 8(3), pp.189~218 (2002)
  5. "하이퍼텍스트 보조학습에서 사전지식, 작동기억 및 하이퍼텍스트 탐색도구 유형이 학습성취도에 미치는 효과", 18(1), pp.79~108 (2002)
  6. "직접교수에서 학습전략과 메타인지 및 단계별 멀티미디어 활용이 학업성취에 미치는 영향", 15(1), pp.133~150 (1999)
  7. "읽기학습에 영향을 미치는 메타인지 수준에 따라 문제해결 과정에 미치는 효과", 19(2), pp.41~64 (2003)
  8. "멀티미디어 보조학습에서 정보제시유형이 작동기억 부하에 미치는 효과", 9(2), pp.77~99 (2003)
  9. "웹 기반 교육에서 학습자의 자기주도성 및 사전지식과 전달전략이 학습 만족도와 학업 성취도에 미치는 영향", 18(3), pp.3~25 (2002)
  10. "웹 기반 자기조절학습 환경을 위한 설계 및 운영 전략이 자기조절학습 수준 및 학업 성취도에 미치는 효과", 18(4), pp.3~23 (2002)
  11. "언어정보와 시각정보의 통합과정에 관여하는 작동기억 기제", 19(1), pp.51~75 (2003)
  12. "메타인지적 지식과 작동기억이 메타인지적 규제 요구과제의 성취에 미치는 영향", 9(3), pp.119~148 (2003)
  13. "멀티미디어 학습 환경에서 통합촉진 전략이 인지부하에 미치는 효과", 19(4), pp.139~160 (2003)
  14. "Effects of knowledge representation format and hypermedia instruction on metacognitive accuracy", 11(3-4), pp.533~555 (1995)
  15. "Working memory" (1986), Oxford University Press
  16. "Exploring the central executive", 49a(1), pp.5~28 (1996)
  17. "Working memory", 321, pp.167~173 (1998)
  18. "Using hypertext to study and reason about historical evidence", pp.43~72 (1996), LEA.
  19. "Argument in hypertext: Writing strategies and the problem of order in a nonsequential world", 20, pp.3~22 (2003)
  20. "A Book for Readings", pp.423~475 (1987), Morgan Kaufmann Pub Inc
  21. "Working memory and retrieval: An inhibition-resource approach", pp.89~119 (1996), Oxford University Press
  22. "Executive attention and metacognitive regulation", 9, pp.288~307 (2000)
  23. "Comprehension, coherence, and strategies in hypertext and linear text", pp.109~136 (1996), LEA.
  24. "Problem solving: Increased planning with practice", 4, pp.57~76 (2003)
  25. "Hypertext learning environments, cognitive flexibility, and the transfer of complex knowledge: An empirical investigation.", 12(4), pp.301~333 (1995)
  26. "Acquiring structural knowledge from semantically structured hypertext Journal of Educational Computing Research", pp.1~8 (1993)
  27. "Incorporating leaner experience into the design of multimedia instruction", 92(1), pp.126~136 (2000)
  28. "Metacognition and awareness", 9, pp.308~312 (2000)
  29. "Spatial metaphors and disorientation in hypertext browsing", 14(4), pp.239~250 (1995)
  30. "Cognitive load theory:Implications of cognitive load theory on the design of learning", 12, pp.1~10 (2002)
  31. "The promise of multimedia learning: Using the same instructional design methods across different media", 13, pp.125~139 (2003)
  32. "An experimental test of a dual coding hypothesis Journal of Educational Psychology", pp.484~490 (1991)
  33. "A split-attention effect in multimedia learning: Evidence for dual processing system in working memory", 90(2), pp.312~320 (1998)
  34. "Navigation in hyperspace: An evaluation of the effects of navigational tools and subject matter expertise on browsing and information retrieval in hypertext", 10, pp.129~142 (1998)
  35. "Are good texts always better? Interaction of text coherence, background knowledge, and levels of understanding in learning from text.", 14(1), pp.1~43 (1996)
  36. "A coherence effect in multimedia learning: The case for minimizing irrelevant sounds in the design of multimedia instructional messages.", 92(1), pp.117~125 (2000)
  37. "The effect of learning strategy on computer anxiety", 19, pp.565~578 (2003)
  38. "Working memory capacity - Facets of a cognitive ability construct", 29, pp.1017~1045 (2000)
  39. "Cognitive planning in humans: Neuropsychological, neuroanatomical and neurophamacological perspectives.", 53, pp.431~450 (1997)
  40. "Instructional applications of hypermedia Computer in Human Behavior", pp.259~272 (1992)
  41. "Enhancing graphic-effects on institutional texts Comprehension of Graphics", sch(tz & r), pp.291~301 (1994)
  42. "Creating classroom contexts that support young children's development of self-regulated learning.", 33, pp.821~843 (2000)
  43. "Assimilating complex information.", 12, pp.61~86 (2002)
  44. "Working memory capacity and suppression", 39, pp.418~436 (1998)
  45. "What was I for? The influence of task specificity and prior knowledge on student's search strategies in hypertext", 15, pp.409~428 (2003)
  46. "The use of graphics and texts in constructing mental models Comprehensions of Graphics", sch(tz), North-Holland
  47. "Supporting coherence formation in learning from multiple representations", 13, pp.227~237 (2003)
  48. "Toward a cognitive neuroscience of metacognition", 9, pp.313~323 (2000)
  49. "Measures of children's knowledge and regulation of cognition", 27, pp.51~79 (2002)
  50. "Cognitive architecture and instructional design.", 11, pp.82~106 (1998)
  51. "The teaching of learning strategies" (1986), MacMillan
  52. "Towers of Hanoi and London: Contribution of working memory and inhibition to performance", 41, pp.231~242 (1999)
  53. "Becoming a self-regulated learner: An overview", 41(2), pp.64~70 (2002)

관련 논문AI추천

하이퍼텍스트 탐색도구 유형과 작동기억 수준이 학업성취도와 인지부하에 미치는 영향김진영, 김회수한국교육정보미디어학회 · 교육정보미디어연구2013 · 제19권 제1호웹 기반 하이퍼텍스트 학습에서 협동학습, 그래픽 조직자와 공유인지가 메타인지와 작동기억 부하 분산 및 상황모형 구축에 미치는 효과김회수한국교육공학회 · 교육공학연구2011 · 제27권 제2호멀티미디어 학습 환경에서 통합촉진 전략이 인지부하에 미치는 효과오선아, 진화봉한국교육공학회 · 교육공학연구2003 · 제19권 제4호하이퍼미디어에 작동기억, 탐색도구 제시방식 및 고등사고력에 따른 정신모형 형성에 미치는 효과김회수, 지복숙한국교육개발원 · 한국교육2004 · 제31권 제3호읽기학습에 영향을 미치는 메타인지와 작동기억의 관계김회수, 리순아한국교육공학회 · 교육공학연구2003 · 제19권 제2호하이퍼미디어 보조 학습에서 스캐폴딩 유형과 작동기억이 정신모형 형성에 미치는 효과진화봉한국교육정보미디어학회 · 교육정보미디어연구2006 · 제12권 제3호

이 간행물의 다른 논문 (4건)

실천공동체(CoP: Community of Practices) 성과 평가기준 개발유영만, 이선pp. 5-34교사의 미디어 리터러시에 관한 조사 연구박석규pp. 65-90사이버교육의 운영실태 및 효과 분석-M대학교 사례를 중심으로-이지연pp. 91-122e-Learning 환경에서 학생지원서비스에 대한 학습자의 중요도 인식과 만족도 간의 관계에 관한 연구강윤정, 임연욱pp. 123-153
원문 보기