온라인 교육에서 교수자 얼굴 포함 여부에 따른 학습자 인지부하, 집중력, 성취도의 차이 연구 = Analyzing the Influence of Instructor's Face and Gestures on Online Learner's Cognitive load, Concentration, and Achievement

다국어 초록 (Multilingual Abstract)

As online education spreads, research on effectively creating various types of online educational content is underway. There are differing opinions on the impact of content screen elements, such as including an instructor's face and gestures on the learning process and outcomes. Therefore, this study investigates whether including an instructor's face and gestures influences learners' cognitive load, concentration, and achievement. Using the prominent instructional design model ADDIE, lecture content was created with and without an instructor's face and gestures. An experiment was conducted with 56 university students without prior knowledge of ADDIE. After watching online educational content, the analysis of differences in learners' cognitive load, concentration, and achievement yielded the following results. Lecture content, including an instructor's face and gestures, showed a relatively low cognitive load. Specifically, significant differences were observed in the subfactor of cognitive load related to material design and overall cognitive load. However, there were no significant differences in concentration and achievement among groups based on including an instructor's face and gestures. Based on these findings, implications for instructional design strategies for online education content creation are proposed.