모바일 학습의 항해지원 유형과 인지부하의 관계에 대한 연구

The Relationship Study for Navigation Types and Cognitive Load in the Mobile Learning

본 연구의 목적은 모바일 학습에서 항해지원 유형과 인지부하의 관계를 알아보고, 인지부하를 줄일 수 있는 항해지원 유형을 모색하는데 있다. 연구 결과는 첫째, 모바일 학습에서 항해지원 유형 중 항해 바 유형을 적용한 콘텐츠를 학습한 집단이 풀다운 유형을 적용한 집단보다 작동기억에서 모두 인지부하 정도가 적은 것으로 나타났다. 둘째, 모바일 학습 콘텐츠에서 사전지식 수준이 높은 학습자들이 낮은 학습자들에 비해 작동기억 유형에서 인지부하가 낮은 것으로 나타났다. 셋째, 모바일 학습에서 항해지원 유형과 사전지식 수준이 학습자의 인지부하에 미치는 상호작용 효과가 나타났으며, 항해 바 유형의 콘텐츠를 학습할 때 인지부하가 낮아 학습효과가 높다는 결과가 도출되었다. 또한 사전지식 수준이 높으면 인지부하 수준이 낮고 사전지식 수준이 낮으면 인지부하 수준이 높은 현상이 나타났다.

The purpose of this study was to examine whether mobile learning produced by using two most widely utilized navigation types including pulldown and navigation bar imposed a significantly different cognitive load on learners in terms of working memory, and to determine which navigation type could ease the cognitive load better. The findings of the study were as follows: First, the groups that studied with contents produced by using the navigation bar type underwent less cognitive load in terms of all the three working memories than the others that did with contents produced by employing the pulldown type. In the contents of the pulldown type, the hierarchical structure of the menu disappeared soon after the students chose it, but the contents of the navigation bar type that let the hierarchical structure of the menu stay on the screen seemed to make it easier for them to find what they looked for. Second, the learners who had a better prior knowledge were subjected to less cognitive load in terms of every working memory than the others who hadn t. The former performed the given tasks better since their relatively exact knowledge of what to learn allowed them to be free from cognitive load when the secondary working-memory task was given. In contrast, the latter who didn t know well about what to learn didn t perform the given tasks well. Third, there was significant interaction between the navigation type of the mobile learning and the level of prior knowledge that affected the cognitive load of the learners. The contents of the navigation bar type imposed less cognitive load on the learners regardless of prior knowledge, and eventually served to boost their learning efficiency. Therefore a higher level of prior knowledge led to less cognitive load, and a lower level of prior knowledge was followed by more cognitive load.