학습자의 전문성 수준과 과제난이도가 인지부하요인 및 과제수행에 미치는 영향 = The Effects of Learner Expertise and Task Difficulty on Cognitive Load Factors and Performance

다국어 초록 (Multilingual 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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