학습자의 전문성 수준과 과제난이도가 인지부하요인 및 과제수행에 미치는 영향
The Effects of Learner Expertise and Task Difficulty on Cognitive Load Factors and Performance
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초록
이 연구는 과제난이도가 높거나 낮은 경우에 학습자의 전문성 수준이 인지부하 발생에 어떤 영향을 미치고 있는지를 검증하기 위한 것이다. 또한 학습자의 전문성 수준을 통제했을 때 과제난이도에 따른 인지부하요인의 영향을 검증하기 위한 것이다. 교직과정을 이수하는 161명의 대학생(남학생=38명, 여학생=123명)이 연구에 참여하였다. 컴퓨터 학습 환경에서 “쉬운 과제”와 “어려운 과제”를 수행하도록 했으며 사전검사를 기준으로 전문성 상위집단과 하위집단을 구성하였다. 또한 학습자의 사전지식을 통제하고 과제난이도에 따라서 인지부하요인이 과제수행에 미치는 영향을 분석하였다. 연구결과에 따르면 “쉬운 과제”와 “어려운 과제”에서 학습자의 전문성 수준에 영향을 받는 요인은 과제난이도 지각과 자기평가에 대한 인지부하요인이었다. 상위집단은 과제난이도를 더 낮게 지각하고 있었고, 자기평가 요인은 더 높게 지각하고 있었다. 한편 과제수행에 미치는 영향은 과제난이도에 따라서 달랐다. “쉬운 과제”에서는 신체적 노력요인과 과제난이도 지각이 유의미한 영향을 미치고 있었으며, “어려운 과제”에서는 자기평가 요인이 유의미한 영향을 미치고 있었다. 이 결과를 바탕으로 과제의 난이도 지각과 자기평가라는 인지부하 지표가 과제난이도와 전문성 수준에 의해서 영향을 받고 있는 것으로 나타났다. 또한 향후 연구를 위한 제언을 통하여 인지부하의 측정지표 중의 하나인 정신적 노력요인의 매개효과 가능성을 제시하였다.
Abstract
The purpose of this study was to identify the effect of learner's expertise and task difficulty on cognitive load. The cognitive load may be affected by complexities of task and learner's prior knowledge. Thus it would be valuable to identify how learner's expertise affects cognitive load factors controlling the task difficulties. Additionally, identifying the effect of task difficulties on cognitive load factors for task performance while controlling learner's expertise. In this study 161 students participated into. Two different tasks were given: one was easy and the other was hard task. To measure learners' expertise pre- and post-test were given for those two tasks. For the cognitive load measures cognitive load subjective scale was used, which were consisted of five factors(physical effort, mental efforts, material design, perceived task difficulties, and self-evaluation). The results showed that DIF and SEV were effected by learners' expertise level regardless of task difficulties. However, for the easy task, PHY and DIF had significant impacts on learner's task performance. PHY had positive impact but DIF had negative one. This result indicated that when a learner had higher attention and lower perception of task difficulties task performance was increased. However, for the hard task, when a learner's self evaluation on the task increased the task performance increased. These results suggested that increased physical attention and keyword strategies will help learning. Also monitoring process of learning and performance will help learning when hard task was given to learners. This study concluded that measuring cognitive load assumed that multidimensional aspects or constructs are more reliable to identify the relationships among cognitive load factors.
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