취약점 기능군 강조부분 변화시키기를 통한 취약점 완성하기 과제가 인지부하, 학습전이, 교수효율성에 미치는 영향 = The Effects of Least-Abled Constituent Skills Completion Tasks in Least-Abled Sets Emphasis Manipulation on Cognitive Load, Learning Transfer, and Instructional Efficiency

다국어 초록 (Multilingual Abstract)

This research verified the effects of the least-abled completion tasks instead of conventional whole tasks. Research questions identified whether the least-abled sets of completion tasks is effective on cognitive load, learning transfer, and instructional efficiency when learners with prior knowledge performs complex tasks. To examine the research questions, a quasi-experimental research was conducted. 32 participants in their first and second year of high school in Kangwon-do enrolled in the research. Subjects of the research were randomly assigned to one of two groups(Conventional tasks, The least-abled sets of completion tasks). All participants identified their least-abled sets of constituent skills through prior test, and both groups carried out learning process of the least-abled sets of constituent skills based on the results. However, controlled group carried out conventional tasks according to constituent skills. Experimental group carried out the least-abled sets of completion tasks. In order to analyze the results of cognitive load, learning transfer, and instructional efficiency, independent samples T-test was conducted. The results of analysis showed that the least-abled sets of completion tasks group showed significantly lower intrinsic cognitive load and higher germane cognitive load. In addition, the least-abled sets of completion tasks according to the prior test results suggested appropriate task difficulty.

참고문헌 (Reference)

1 김남정, "복합적 과제에서 전체과제계열화를 적용한 CTA(Cognitive-Task Analysis)가 전문가의 지식추출에 미치는 영향" 한국교육공학회 34 (34): 467-493, 2018

2 주현, "복합적 과제 제시 전략과 시험 유형이 학습 성과, 인지부하, 교수효율성에 미치는 영향" 한국교육공학회 33 (33): 207-237, 2017

3 Sweller, J., "Why some material is difficult to learn" 12 (12): 185-233, 1994

4 Van Merriënboer, J., "Van Merriënboer의 교수설계이론" 아카데미프레스 2010

5 Ayres, P., "Using subjective measures to detect variations of intrinsic cognitive load within problems" 16 (16): 389-400, 2006

6 Van Merriënboer, J., "Trends and issues in instructional design and technology" Pearson/Merrill Prentice Hall 72-81, 2007

7 Van Merriënboer, J., "Three worlds of instructional design : State of the art and future directions" 29 (29): 429-441, 2001

8 Kester, L., "The management of cognitive load during complex cognitive skill acquisition by means of computer‐simulated problem solving" 75 (75): 71-85, 2005

9 Chen, O., "The expertise reversal effect is a variant of the more general element interactivity effect" 29 (29): 393-405, 2017

10 Kalyuga, S., "The expertise reversal effect" 38 (38): 23-31, 2003

11 Paas, F., "The efficiency of instructional conditions : An approach to combine mental effort and performance measures" 35 (35): 737-743, 1993

12 Van Merriënboer, J., "The 4C/ID in the Context of Instructional Design and the Learning Sciences" 2018

13 Van Merriënboer, J., "Ten steps to complex learning: A systematic approach to four-component instructional design" Routledge 2017

14 Van Merriënboer, J., "Teaching complex rather than simple tasks : Balancing intrinsic and germane load to enhance transfer of learning" 20 : 343-352, 2006

15 Van Merriënboer, J., "Strategies for programming instruction in high school : Program completion vs. program generation" 6 (6): 265-285, 1990

16 Van Merriënboer, J., "Strategies for computer-based programming instruction : Program completion vs. program generation" 8 (8): 365-394, 1992

17 Brown, J., "Situated cognition and the culture of learning" 18 (18): 32-42, 1989

18 Gulikers, J., "Relations between student perceptions of assessment authenticity, study approaches and learning outcome" 32 (32): 381-400, 2006

19 Gopher, D., "Practice under changing priorities : An approach to the training of complex skills" 71 (71): 147-177, 1989

20 Brown, J., "Open education, the long tail, and learning 2. 0" 43 (43): 16-20, 2008

21 Mayer, R., "Learning and instruction" Pearson Merrill Prentice Hall 2008

22 Van Gog, T., "Instructional efficiency : Revisiting the original construct in educational research" 43 (43): 16-26, 2008

23 Tuovinen, J., "Exploring multidimensional approaches to the efficiency of instructional conditions" 32 : 133-152, 2004

24 Stoyanov, S., "Expert concept mapping method for defining the characteristics of adaptive e-learning : ALFANET project case" 52 (52): 41-54, 2004

25 Choi, S., "Emphasis manipulation effect in terms of the least-abled sets on cognitive load, transfer, and instructional efficiency" 77 (77): 228-243, 2019

26 Sweller, J., "Element interactivity and intrinsic, extraneous, and germane cognitive load" 22 (22): 123-138, 2010

27 Camp, G., "Dynamic problem selection in air traffic control training: A comparison between performance, mental effort and mental efficiency" 17 (17): 575-595, 2001

28 Leppink, J., "Development of an instrument for measuring different types of cognitive load" 45 (45): 1058-1072, 2013

29 Frerejean, J., "Completion strategy or emphasis manipulation? Task support for teaching information problem solving" 62 : 90-104, 2016

30 Sweller, J., "Cognitive load theory(Vol. 1)" Springer 2011

31 Van Merriënboer, J., "Cognitive load theory in health professional education : design principles and strategies" 44 (44): 85-93, 2010

32 Paas, F., "Cognitive load theory : Instructional implications of the interaction between information structures and cognitive architecture" 32 : 1-8, 2004

33 Paas, F., "Cognitive load measurement as a means to advance cognitive load theory" 38 (38): 63-71, 2003

34 Sweller, J., "Cognitive architecture and instructional design" 10 (10): 251-296, 1998

35 Herrington, J., "An instructional design framework for authentic learning environments" 48 (48): 23-48, 2000

36 Shute, V., "Adaptive e-learning" 38 (38): 105-114, 2003

37 Salden, R., "A comparison of approaches to learning task selection in the training of complex cognitive skills" 22 (22): 321-333, 2006