초등학생의 언어/공간 지능에 따른 멀티미디어 활용 학습방법의 차별적 효과 = Differential Effects of Multimedia Instructional Formats on Learning Efficiency: Focused on Children`s Linguistic/Spatial Intelligence

다국어 초록 (Multilingual Abstract)

The purpose of this study is to compare the relative effectiveness of multimedia learning material formats when the learner`s intelligence characteristics were considered. For this purpose, learning materials were provided with different formats(i. e., Text-only, Text with Picture, Text with Voice, and Picture with Voice), and their effects on children`s learning efficiency were analyzed and compared with regard to children`s intelligence characteristic. In each learning materials format condition, the children were classified into one of four groups based on the scores of linguistic intelligence test and spatial intelligence test(i. e., children with higher both in the scores of linguistic intelligence and spatial intelligence scores, those with higher linguistic score but lower spatial intelligence score, those with higher spatial intelligence score but lower linguistic score, or those with lower both in the scores of linguistic intelligence and spatial intelligence scores. The learning efficiency was measured by immediate retention test, immediate transfer test, delayed retention test, and delayed transfer test. The results of the study can be summarized as followings; First, in general, the children who got higher intelligence test scores tended to show better learning efficiency in the dependent measures than those got lower intelligence test scores. Second, the children with higher linguistic intelligence showed better performance in immediate comprehension test when they learned the material in the forms of Text-Only and Text with Voice, whereas the children with higher spacial intelligence showed better performance in the same test when they learned the material with pictures. Based on these results, this study suggested that the information of learner`s attributes of intelligence should be considered before learning materials are presented. In sum, in order to maximize the learning efficiency under various multimedia learning types, the interactive characteristics of children`s intelligence attributes and their learning styles should be considered carefully.

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