멀티미디어 학습 환경에서 학습자 특성별 인지부하 효과 = The Effect of Cognitive Load on Learning with Multimedia

다국어 초록 (Multilingual Abstract)

This study, to determine an efficient instructional design with respect to cognitive load, investigated 1) the main effect of different levels of intrinsic and extraneous load in multimedia environments on comprehension and transfer of chemistry knowledge and 2) the interaction effects of the instructional conditions and learners` characteristics. Two hundred fifty-seven middle school students were randomly assigned to four experimental treatment conditions (high-intrinsic /high-extraneous, high-intrinsic/low-extraneous, low-intrinsic/high-extraneous, low-intrinsic/low-extraneous condition). The learner characteristic studied was prior-knowledge. Data analysis indicated 1) a significant main effect (p < .001) of treatment condition for both comprehension and transfer tests, high-intrinsic/high-extraneous group performed worse than the other treatment groups and 2) the significant interaction effects between the instructional treatment conditions and prior-knowledge: Low prior-knowledge learners performed better under low extraneous load, whereas high prior-knowledge learners performed better under high extraneous load, especially when combined with low intrinsic load. An additional finding was that learning performance and reported amounts of invested mental effort were related. The group reporting the lowest investment of mental effort scored lowest on both comprehension and recall tests.

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