절차적 과제 학습을 지원하는 비주얼 내러티브 설계원리 탐색 = Exploration of visual narrative design principles for learning procedural task

다국어 초록 (Multilingual Abstract)

Due to the complex characteristics of procedural tasks and the cognitive overload brought by its complexity, procedural learning and performance are closely related to mistakes and errors. As a prescriptive approach to improve procedural learning by reducing errors, visuals are suggested to be integrated into learning materials. Visual narrative, as a form of visualization, uses a series of scenes to deliver a message which contains a procedure by using text and pictures. Previous studies have shown that the use of visual narrative brought positive effects by reducing errors and improving performance time. An explanation for these positive effects was assumed that the procedural visualization might provide a mental model and lessen the extraneous cognitive load on learners. Although previous studies noted there were positive effects on using visual narrative, there was a lack of study on the design principles of visual narrative for learning a procedural task. This aim of this study is to develop the design principles of visual narrative for learning a procedural task. To investigate the design principles, the research questions was ‘what are the design principles of visual narrative for learning procedural tasks?’ To explore the design principles, related previous studies were analyzed. For the analysis of previous studies, literatures from diverse areas including instructional technology, cognitive psychology, technical communication, visual information design, and multimedia learning were collected, reviewed and analyzed, As a result, the design principles of visual narrative were developed into five general design principles and twenty-three sub-design principles. The five general principles are ‘goal setting, viewpoint presentation, flow consideration, operation explanation, and visual expression.’ Each design principle has three to eight sub-principles. In comparison to the previous studies in procedural learning, these principles suggest the importance of the visual explanation for ‘operation’ in understanding and performing procedural task to reduce the error in learning caused by the complexity of procedure. In addition, the principles take a new approach by developing the visual instructional design principles for the procedural task.

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