PDA의 화면설계 방식 및 과제유형이 반응시간과 사용자 선호에 미치는 영향
The Effects of Screen Layout of PDA and Types of Task on Response Time and Users' Preference
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초록
이 연구의 목적은 PDA의 화면설계 방식과 과제유형에 따른 반응시간의 차이와 사용자 선호를 확인하기 위한 것이다. 이 연구의 참여자는 60명이었으며, 이 중에서 남학생은 16명(26.7%)이었으며 여학생은 44명(73.3%)이었다. 독립변수는 화면설계 방식과 과제유형이었으며, 종속변수는 반응시간, 과제완성시간, 과제수행점수, 선호도 설문의 결과이다. 이 연구에서 투입된 화면설계 방식은 페이지 방식과 스크롤 방식이었으며, 페이지 방식은 화면단위로 이동을 할 수 있다는 장점을 갖고 있으며 스크롤 방식은 줄 단위로 이동하기 때문에 사용자가 화면이동을 조절할 수 있다는 특징을 갖고 있다. 과제유형은 개념과제와 절차과제로 구분되었다. 또한 학습자에게 페이지 방식과 스크린 방식을 모두 경험하도록 하기 위하여 교차순서설계 방법을 적용하였다. 실험결과에 따르면 과제유형 및 화면설계 방식에 따라서 반응시간이 다른 것으로 나타났다. 즉, 개념과제에서는 페이지 방식에서의 반응시간이 빨랐지만 절차과제에서는 스크롤 방식에서의 반응시간이 더 빠른 것으로 나타났다. 그러나 과제완성시간과 과제수행점수에서는 유의미한 차이가 나타나지 않았다. 사용자를 대상으로 실시된 선호도 설문문항에서는 가독성과 편리성에서 유의미한 차이가 나타났다. 이 연구에 참여했던 학습자들은 페이지 방식에서 더 높은 가독성과 편리성을 지각한 것으로 나타났다. 그러나 난이도 지각이나 내용 조직화에 대한 설문문항에서는 유의미한 차이가 없었다. 이 연구에서는 과제유형과 화면설계 방식에 따른 반응시간의 차이에 대한 함의점을 논의하였다. 특히, 인지부하의 속성과 측정방법에 대한 논의와 사전지식이나 과제난이도와 같은 과제복잡성에 의한 문제에 대해서도 논의하였다. 끝으로 효과적인 학습을 위한 PDA 활용방안에 대한 문제점을 지적하였다.
Abstract
The purpose of this study was to identify the effect of screen layout of PDA and types of task on response time and user preference. In this study two types of screen layout were applied as pagination and scrolling method for layout design. Also two types of task were utilized as concept task and procedural task. Participants of this study were sixty college students. Pagination layout was defined as a layout which was enabled to navigate screen base without scrolling function. However, scrolling layout was designed to provide whole content with a scroll-bar to read the contents. Cross sequential design was applied to test how different types of task and screen layout affect response time and preference. There were significant differences between screen layout. First, response time was significantly different depending upon types of task and screen layout. When the participants showed faster response time when they performed a concept task with pagination layout. However, with the procedural task participants the pattern of response time was reversed. Second there were no significant differences with time-on-task and performance scores. Third, the question items for readability and usability showed significantly different preference; however, question items for perceived difficulty and organizing the content did not show significant different. This paper discussed that what factor may have impact on response time to reduced cognitive load.
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