하이퍼텍스트 학습상황에서 메타인지,인지오류,인지오류 감지 및 하이퍼텍스트 구조가 저작체제 학습에 미치는 효과 = The Effects of Metacognition, Cognitive Errors, Detection of Errors, and Hypertext Structure on Performance in Authoring System Learning

다국어 초록 (Multilingual Abstract)

The purpose of the study was to explore key variables to be considered in designing a hypertext by investigating the effects of metacognition, cognitiveerrors, detection of cognitive errors, and hypertext structure on performance in authoring system learning. Fundamental questions of this study were: Was the number of cognitive errors smaller in a hierarchical hypertext than in an as sociative hypertext? Had cognitive errors negative effects on performance in hypertext? What kinds of effect had metacognition on cognitive errors, detection of errors, and performance in hypertext? Which of metacognition and hypertext structure was more important in hypertext assisted learning? Subjects were 45 college students in Korea. They had no experience in Hypercard and Macintosh computers. The hypertext program used in the study was designed to teach both basic components and skills of Hypercard. This study defined metacognition as the combination of metacognitive knowledge and metacognitive regulation. Cognitive errors were classified into three categories of skill- based errors, rule- based mistakes, and knowledge- based mistakes. All experimental sessions were conducted on individual basis. Each subject was asked to think aloud while the hypertext as sisted learning was implemented. Videotaped think- aloud protocols were coded by two coders and the numbers of verbalization regarding metacognitive regulation, cognitive errors and detection of the errors were counted. Findings from the study indicated (1) that there were significant effects of metacognitve regulation on both cognitive errors and detection of errors in hypertext assisted learning, (2) that the effects of hypertext structure on the frequency of cognitiveerrors was not significant, ⑶ that there was positive relationship between cognitiveerrors and scores from both the immediate recall test and the delayed skill test, ⑷ that detection of cognitiveerrors had positive effects on performance in hypertext, and ⑸ that the variable of metacognitive regulation significantly explained the variation of scores of all four performance tests while the variable of hypertext structuredid not contribute to predict the performance scores in hypertext assisted learning. The results of the study suggest that a hypertext designer would better develop instructional strategies to encourage students`` metacognitive regulation in hypertext assisted learning for improving their performance rather than trying to design the hypertext more hierarchically.