인지구조에 기반 한 교수전략 연구: 구체성효과 및 주의분산효과를 중심으로
A Study on the Teaching Strategy based on the Cognitive Structure: Focused on Effect of Concreteness and Split Attention Effect
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초록
이 연구의 첫 번째 목적은 이중 정보의 사용이 이중부호효과나 멀티미디어효과에서는 긍정적인 측면을 중복효과에서는 부정적인 측면을 강조하는데, 서로 대립되는 원리를 새로운 시각에서 해석하기 위한 구체성효과를 분석하는 것이다. 실험 1에서는 대학생 150명을 대상으로 이중정보 제시(시각정보 + 언어정보 vs. 언어정보)와 구체성의 효과(구체적 정보vs. 추상적 정보)을 분석하였다. 실험결과에 따르면, 이중정보의 제시는 파지에 긍정적 영향을 미쳤으며, 구체적 정보 또한 파지에 긍정적 영향을 미쳤다. 두 번째 목적은 이중 정보를 사용하여 학습하는 상황에서 학습과제의 복잡성에 따라 정보의 제시 방식의 효과가 어떻게 나타나는 지를 분석하는 것이다. 실험 2에서는 대학생 115명을 대상으로 낮은 요소상호작용성의 학습과제에서 정보의 공간적 거리(통합vs. 부분 통합vs. 분리)에 따라 파지에 미치는 영향을 분석하였다. 실험결과에 따르면, 분리 집단이 통합과 부분통합보다 낮은 성취를 보여주었다. 실험3에서는 요소상호작용성이 높은 학습과제에서 정보의 공간적 거리(통합vs. 부분 통합)에 따라 내용 이해와 전이에 미치는 영향을 분석하였다. 실험결과에 따르면, 통합집단이 부분 통합에 비해 내용 이해와 전이 모두 높은 성취를 보여주었다.
Abstract
The first purpose of this study is to analyze the effect of concreteness to interpret the opposite principles (dual-coding theory vs. redundancy principle) on the basis of a new perspective. In Experiment 1, 150 college students were presented with dual information (visual information + verbal information vs. verbal information only) and the effect of specificity (concrete information vs. abstract information). According to the experimental results, the presentation of dual information positively affected the retention and concrete information positively affected the retention. The second purpose is to analyze how the effect of information presentation is manifested by the complexity of learning tasks in the context of learning using dual information. In Experiment 2, where 115 college students participated, analyzed the effect of spatial distance (integration versus partial integration versus separation) of information on the phasing in low - element interactive learning tasks. According to the experimental results, the separation group showed lower achievement than integration and partial integration. In Experiment 3, we analyzed the influence of spatial distance (integration versus partial integration) on comprehension and transfer of information in highly interactive elementary tasks. According to the experimental results, the integrated group showed higher achievement on both comprehension and transfer.
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