하이퍼텍스트 보조 학습에서 사전지식, 작동기억 및 하이퍼텍스트 탐색도구 유형이 학업성취도에 미치는 효과 = Effects of Prior Knowledge, Working Memory, and Navigation Tools on Performance with Hypertext

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the effects of students` prior knowledge and working memory, and the hypertext navigation tools on performance with hypertext. According to Baddeley (1986), it was considered that the concept of working memory was divided into three components such as central executive, phonological loop, and visuospatial sketchpad. The hypertext navigation tools included four types: the table of content, the list, the structural map, and the structural map with its introduction. The subject was 118 college students. They were randomly assigned to the four hypertext navigation conditions. The research findings were as follows: First, students` prior knowledge had the significant effect on performance with hypertext even if the main effect of the hypertext navigation tools was not statistically significant. The interaction effect of the prior knowledge and the types of hypertext navigation on performance, however, was significant. Second, three components of working memory had effects on performance with hypertext. Both phonological loop and visuospatial sketchpad affected the subjects` performance. The central executive measured by the star counting task had significant effect on performance, but the central executive measured by the random number generation task did not have the main effect on the achievement. Third, the students of high phonological loop capacity showed higher posttest scores in the two conditions of the list and the table of content, even though the low capacity students had higher scores in the conditions of the structural map and the structural map with its introduction. Similarly, the students of high visuospatial sketchpad capacity had higher posttest scores than the lower students in both the list and the table of content conditions. However, there was no significant difference between the two groups in the conditions of the structural map and the structural map with introduction.