과제의 복합성 정도와 부분과제 계열화 방법이 정신모형과 인지부하에 미치는 영향

국문 초록 (Abstract)

이 연구의 목적은 복합적 과제에서 복합성 정도와 부분과제 계열화 방법이 정신모형, 인지부하에 미치는 영향을 분석하는 것이다. 이를 위해 복합성 정도의 수준을 부분들의 상호작용의 정도에 따라 상, 중, 하로 구별하였으며, 부분과제 계열화 방법은 방향은 후향, 형태는 단순과 눈덩이로 구분하여 제공하였다. 복합적 과제의 효과적 수행과 타당성 확보를 위하여 본 연구에서는 처치도구로서의 CTPS(Complex Task Performance Supporting) 프로그램을 개발하였다. 본 연구를 위해 285명의 대학생이 실험에 참여하였다. 연구결과에 따르면, 인지부하가 높을 수밖에 없는 복합적 과제 수행에 있어서 눈덩이 후향 방법의 부분과제계열화를 통해 문제를 해결하는 경우, 학습자의 정신모형이 높을지라도 인지부하가 과도하게 높아 학습자가 후에 이런 과제를 회피하거나 또는 중도에 포기할 수 있으므로 복합적 과제 수행을 진행하면서 부분과제를 계열화 할 때 단순후향의 방법으로 교수설계하는 것이 필요함을 보여주었다. 또한 단순후향의 방법일 경우 복합성 정도가 높을지라도 인지부하에 유의미한 영향을 미치지 못하였으므로 인지부하가 높은 복합적 과제의 경우 부분과제를 작은 모듈로 나누어 제시하는 교수설계가 필요할 것이다.

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate the effects of the level of task complexity and the method of part-task sequencing on learners’ mental model and cognitive load in a complex learning task. The level of task complexity has been categorized into high, medium and low in accordance with part interactions, and the method of part-task sequencing has been classified into backward chaining with snowballing and simple backward chaining. CTPS(Complex Task Performance Supporting) program was developed as a research tool for conducting the complex learning task effectively and ensuring the validity of the study. This study participants were 285 undergraduate students. They were randomly assigned into one of six groups. According to the findings, high level of task complexity and backward chaining with snowballing made learners to complete more their mental model, take more running time, and get meaningfully more cognitive load than the other level of task complexity and simple backward chaining in the process of conducting the complex learning task. Moreover, there was significant interaction effect between level of task complexity and the method of part-task sequencing on the cognitive load. Based on these findings, it was concluded that simple backward chaining method is recommended when doing the part-task sequencing in the process of performing the complex learning task because high mental model and high cognitive load caused by backward chaining with snowballing method make learners to avoid or give up doing the complex task. In addition, instructional design that part of the task is divided into smaller modules will be required in the case of complex learning task which has high cognitive load since simple backward chaining cannot effect significantly on cognitive load.

목차 (Table of Contents)

• 〈요약〉
• Ⅰ. 서론
• Ⅱ. 이론적 배경
• Ⅲ. 연구방법
• Ⅳ. 결과 및 해석
• Ⅴ. 논의
• Ⅵ. 결론 및 제언
• 참고문헌
• 《Abstract》

참고문헌 (Reference)

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