멀티미디어 학습 환경에서 연습문제의 유형이 인지적 기능의 획득에 미치는 효과 = Effect of practice problem format on cognitive skill acquisition in multimedia-based instruction

다국어 초록 (Multilingual Abstract)

This study investigated if presenting problems only to the learner is more effective instructional procedure than the matched worked example and problem for the learners who already formed partial schema of the target cognitive skill. It also investigated if the results of two practice conditions is related to the achievement level of learners at practice phase. An experiment was implemented on 68 third grade elementary school students. Participants were randomly assigned either to problems only condition, to matched worked example and problem condition, or to reduced number of problems only condition. Participants studied a topic on mathematics in a multimedia based instruction. Learners` study time, their response correctness to the practice problems, and achievement level after the treatment were measured. Results revealed that problems only is more effective as a practice condition than the matched worked example and problem condition for the learners. The results of different practice conditions were related to the level of each student`s response correctness to the practice problems. The results also tell us that the effect of practice conditions depends on the number of practice problems learners actually have to try to solve for themselves. The results of this study suggest that it is a better instructional procedure to present enough numbers of problems only to the learners at practice phase than the matched worked examples and problems when learners already formed partial schema of the target cognitive skill. The results also suggest that learners` response correctness level is a variable that mediates the effect of different instructional treatments employed in this study.

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