선행조직자 유형이 학업성취도와 작동기억 인지부하에 미치는 효과 = The Effect of Advance Organizer on Cognitive Load and Learning Achievement

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the effect of learning achievement and cognitive load according to the types of the advance organizer(AO). This study also aimed to find out which types of AO could decrease the intrinsic cognitive load and could increase the germane cognitive load to facilitative learning as well as to review the relationship between the types of AO and cognitive load. The subjects were 120 undergraduate students. Three experimental groups which were given AO were the global-concept-map group, the local-concept-map group, and the core-content-text group. A control group was not given an AO. To measure working memory cognitive load, the dual task methodology and reaction time were utilized. All of the subjects were asked to recall and process working memory secondary tasks and learning contents simultaneously. The results were as follows: Firstly, a one-way ANCOVA revealed that the four groups didn`t differ significantly in their scores on the retention-test. Secondly, in the comprehension learning achievement, the global-concept-map group and the core-content-text group scored higher than the local-concept-map group and the control group. Thirdly, in mental modeling achievement, the core-content-text group scored the lowest among all the other groups. A one-way ANCOVA showed a significant difference between the global-concept-map group and the core-content-text group. Finally, in the achievement of working memory dual task, the global-concept-map group and the core-content-text group scored higher than any of the other groups. The reaction times of both these groups were shorter than the local-concept-map group and the control group. It is suggested that when presenting an AO, working memory load in the instructional design and the affect a certain type of AO has on the quality of learning achievement should be taken into consideration.

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