컴퓨터 활용학습(CBI)에서 수학학습을 통해본 “단일-균형” 스크린 디자인의 효과 = The Effects of Unity- balance Screen Design on the Learning of Mathematics in Computer- based Instruction

다국어 초록 (Multilingual Abstract)

This study examined the differential effects of Unity- balance treatments for math tasks in computer- based instruction on effort, worry, and math achievement. Further, visualization and short- term memory were measured. Effort refers to the level of persistence in task. Worry refers to the negative expectations and potential con sequences. Unity - balance was hypothesized to reduce the demand for short- term memory use on math tasks by a unified and balanced arrangements of obj ects that should facilitate focused attention and information integration. Thus, it was expected that Unity- balance would lead to increase math achievement. However, the results did not support the hypothesis that Unity- balance affected math achievement with visualization as a covariate and Yuen``s(1974) test also did not support the hypotheses. However, Welch``s(1951) test by Wilco``s macro program(1994, in press) revealed significant results. In general, it was concluded that the evidence for effect of Unity- balance on math achievement was suggestive but not statistically significant. further, effort was significantly related to math achievement. Recommendations for presentation``s Unity-balance III computer-based instruction were offered.