멀티미디어 스마트러닝 기반 학습 환경에서 정보 제시 유형이 한국어 학습자의 인지부하와 학습 이해도에 미치는 영향

• Published in: 언어와 정보 사회 Vol. 36; pp. 247 - 274
• Main Authors: 이영희, Lee Young-hee, 이효재, Lee Hyo-jae
• Format: Journal Article
• Language: Korean
• Published: 서강대학교 언어정보연구소 31.03.2019; 언어정보연구소
• Subjects: cognitive load measurement; cognitive load theory; Korean learner; learning material; smart learning; 스마트러닝; 언어학; 인지부하이론; 인지부하측정; 학습자료; 한국어 학습자
• ISSN: 1598-1886; 2713-6817
• DOI: 10.29211/soli.2019.36..009

The purpose of this study is to find out what are the effects of the types of presentation on cognitive load and learning comprehension of learners of the Korean language in an educational environment based on multimedia smart learning. To do this, an experiment is conducted on 20 Korean language intermediate learners, each lasting 15 minutes. The experiment method is based on the physical responses of the participants of the experiment, which are observed using various types of presentations. Learning materials are divided into four types: type A is text, type is text and narration, type C is text and vision and type D is text, vision and narration. In order to determine the aspect of change in the learner’s human body during the experiment, their cardiac rate was measured. In addition, to carefully check their cognitive load when they are processing learning materials, a likert-type scale survey was conducted, a six item survey on the germane cognitive load, the intrinsic cognitive load and the extraneous cognitive load. To check the students’ understanding of the learning materials, their learning comprehension was tested using a multiple-choice questionnaire. The results of the experiment were analyzed using SPSS 20’s correlation analysis and a one-way ANOVA. No correlation was found between the type of presentation and the learners’ cardiac rate, their cognitive load and their learning. Type C created less of an intrinsic cognitive load and germane cognitive load compared to type A, yet the result is non-significant in a one-way ANOVA. This means that the type of presentation does not strongly influence the intrinsic cognitive load and germane cognitive load. In addition, type D and type C have less of an extraneous cognitive load than the other types. This result is meaningful, as the material, which is composed of hearing and vision material, has a lower cognitive load than just only vision material. Thus, when teaching material is planned based on smart learning, reducing the cognitive load of students should be considered.