그림과 텍스트의 이해과정에서 텍스트의 줄 길이와 교수효율성 수준의 상호작용효과 = The Interaction Effect of Instructional Efficiency and Line Length in Comprehension of Picture and Text

다국어 초록 (Multilingual Abstract)

The purpose of this study was to identify how much instructional efficiency and text design have an impact on cognitive load factors, learning time, and comprehension score in terms of the different types of task. For this study 180 college students participated to 3×2 factorial design with repeated measure. The independent variables of this study were the levels of instructional efficiency and length of text. The instructional efficiency was grouped into three levels (high vs. medium vs. low efficiency group). The levels of text length were long and short. Two types of task were also presented to the participants: 1) concept task and 2) process task. It was assumed that a process task will require more cognitive resources in learning because it requires understanding of right sequence than a concept task does. The dependent variables were cognitive load factors, learning time, and comprehension test score. There were a significant interaction effect in usability factor of cognitive load. Particularly when students in low efficiency group showed high usability with a short text length. However, there was no significant interaction effect with learning time and comprehension score but main effect by the levels of interactional efficiency. The high efficiency group showed less learning time and higher comprehension score than the other two efficiency groups across two types of task. This study showed that the instructional efficiency can be used for an adaptive instructional system.

참고문헌 (Reference)

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