삽화의 배경 요소가 한국어 학습에 미치는 영향 : -인지부하이론의 관점을 중심으로-

다국어 초록 (Multilingual Abstract)

This study aims to examine the patterns of cognitive load associated with background elements in illustrations within Korean language and culture education materials for advanced learners. Cognitive load will be measured using subjective measurement methods and in-depth interviews. First, the subjective measurement method involves viewing the images and text first, followed by scoring the survey questions. The learners scores will be analyzed using the SPSS statistical analysis program. Subsequently, in-depth interviews will be conducted to examine the specific factors influencing the patterns associated with the background elements of the illustrations.

Based on the analysis results, this study seeks to suggest design directions for illustrations that reduce unnecessary cognitive load in Korean language and culture education materials and consider the consistency between learning content and background. Furthermore, it is hoped that the findings of this study will serve as strategic data and evidence for future Korean language instruction and illustration design, taking into account the diverse cultural backgrounds of learners.

Most existing research on illustrations in Korean language textbooks has focused on the function, functional attributes, errors, and cross-textbook analysis of illustrations. Meanwhile, research on Korean language and culture education has focused on the selection of cultural content, its direction and necessity, and the presentation methods of items. Research measuring cognitive load regarding how the core theme presented as the foreground of illustrations and the background elements surrounding it influence learners cognitive processing in Korean language and culture education materials is limited. Therefore, this study aims to analyze the relationship between background elements in illustrations and cognitive load to determine their impact.

In this study, background elements in illustrations are not merely decorative elements, but rather visual and cultural information that learners process alongside the learning content. For example, when learning Korean cultural content such as Kimjang culture, the foreground of an illustration may be presented as the core theme, while the background may be presented as an element unrelated to the learning content or as an unnecessary element. If the consistency between the Korean cultural content and the background is low, learners must process both the foreground and background elements of the illustration simultaneously. This processing leads to unnecessary cognitive burden, which can act as a factor increasing extrinsic cognitive load.
To measure cognitive load among advanced Korean learners, subjective measurement methods were implemented. These methods included both face-to-face and non-face-to-face approaches, with the non-face-to-face method conducted via Google Forms. Additionally, in-depth interviews were conducted with a selection of students who participated in the subjective measurement method. The subjective measurement methods were analyzed by distinguishing between intrinsic, extrinsic, and innate cognitive loads. This study analyzed learners cognitive load based on illustration background elements, confirmed their actual thoughts and understanding of the learning materials through in-depth interviews, and verified the distinction between foreground and background in the illustrations. Finally, the responses from the in-depth interviews were analyzed and combined with subjective measurement methods for a comprehensive analysis.

The educational implication of this study is that illustration backgrounds in cultural education materials for advanced Korean learners are not merely visual elements. It suggests that depending on the alignment between the learning content and the illustration background, it can effectively aid learners understanding and visually represent culture. Previous studies have argued that presenting illustrations and text together provides unnecessary information to intermediate or advanced learners. However, this study found that differences in cognitive load based on illustration backgrounds were not statistically significant. This implies that in cultural education targeting advanced Korean learners, illustration backgrounds do not necessarily act as unnecessary elements when appropriately designed in relation to the learning content.

These results imply that in cultural education within Korean language education, illustration backgrounds can function as learning materials that help learners grasp cultural context and values alongside cultural explanations. In particular, for themes such as Kimjang, where conceptual and lifestyle cultures are complex, the core of Kimjang culture can be presented as the foreground of illustrations, while the culture of community and sharing can be designed through the background. Therefore, when designing materials for cultural education in Korean language instruction targeting advanced learners, it is necessary to consider the consistency between illustrations and learning content, relevance to explanations, and clarity between foreground and background.

Furthermore, this study suggests that when considering background elements during the illustration design stage, they should be taken into account not merely as visual elements, but in conjunction with learning objectives, relevance to learning content, the relationship between foreground and background, and learners prior knowledge. It was found that there was no statistically significant difference in learners cognitive load depending on whether or not background elements were presented. However, this highlights the need to examine how illustrations containing cultural context and meaning affect learners cognitive burden when designing educational materials for Korean culture. Therefore, when developing illustrations for learning materials for future Korean culture education, it is necessary to consider both the cultural context of the culture to be learned and the learners cognitive processing processes.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1.1. 연구 목적 및 필요성 1
• 1.2. 선행 연구 검토 3
• 1.2.1. 삽화 관련 선행 연구 3
• 1.2.2. 인지부하이론 관련 선행 연구 5
• Ⅱ. 인지부하 관점에서 삽화의 유용성 7
• 2.1. 문화적 친숙도를 고려한 삽화의 배경 7
• 2.1.1. 삽화의 의의 7
• 2.1.2. 한국어교육에서 문화의 영역 12
• 2.1.3. 삽화의 전경과 배경 18
• 2.2. 인지부하이론과 삽화의 상호작용 22
• 2.2.1. 인지부하이론의 체계 22
• 2.2.2. 인지부하를 고려한 교수 설계 29
• 2.3. 인지부하 측정의 방법 34
• 2.3.1. 인지부하 측정 척도 34
• 2.3.2. 인지부하 측정 유형 36
• Ⅲ. 연구 방법 38
• 3.1. 연구 대상 38
• 3.2. 연구 내용 39
• 3.3. 연구 절차 42
• Ⅳ. 조사 결과 및 해석 45
• 4.1. 삽화 배경 및 조사 문항 45
• 4.2. 조사 결과 분석 52
• 4.3. 논의 70
• 4.3.1. 삽화의 배경 요소에 따른 인지부하 결과 70
• 4.3.2. 교육적 시사점 72
• Ⅴ. 결론 75
• 참고문헌 78
• Abstract 89