시각단서의 유형과 학습용 에이전트의 사실성 수준이 인지부하요인과 학습성취에 미치는 효과 = Attentional Guidance of Visual Cueing and Levels of Realism of Pedagogical Agent on Cognitive Load Factors and Achievement

다국어 초록 (Multilingual Abstract)

The purpose of this study was to identify how the visual cueing and pedagogical agent were connected to specific types of cognitive load. This study had two research purposes: 1) Identify the relationship between visual cueing and agent with cognitive load and 2) Identify how types of visual cues and degree of reality of agent have an impact on cognitive load and comprehension test. For these research goals two experiments were conducted. In the experiment1, 68 college students participated into 2×2 factorial design(presence and absence of visual cueing and pedagogical agent). The results revealed that there were significant differences on mental effort by agent and usability by visual cueing. In the experiment2, 68 college students were recruited for 2×2 factorial design with types of visual cueing (internal visual cueing vs. external visual cueing) and types of pedagogical agent(realistic agent vs. illustrated agent). The result showed that there were significant differences on mental effort and self-evaluation by the types of pedagogical agent. Realistic agent showed better results of mental effort and self-evaluation. Additionally, students` comprehension test scores were analyzed. There was no main effect by the visual cueing and agent. However, there was a strong interaction effect by visual cueing and agent in the high difficult question problems. The result showed when students were using the external visual cueing the realistic agent outperformed those who with the illustrated agent.

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