하이퍼텍스트 보조 학습에서 사전지식, 작동기억 및 하이퍼텍스트 탐색도구 유형이 학업성취도에 미치는 효과

서지정보

· 발행기관 : 한국교육공학회
· 수록지 정보 : 교육공학연구 / 18권 / 1호
· 저자명 : 김회수, 염시창, DianeL.Schallert

목차

Ⅰ. 서 론
II. 선행연구 검토
III. 연구가설
IV. 연구방법
V. 결과 및 해석
VI. 논의 및 결론
참고문헌

초록

본 연구의 목적은 하이퍼텍스트 학습환경에서 학습내용 이해의 정합성을 높이기 위해 제공되는 보조적인 탐색도구(목록형, 목차형, 구조도형, 구조도 설명형)가 학습자의 사전지식과 작동기억(중앙집행장치, 언어적 작동기억, 시각적․공간적 작동기억)에 따라 학업성취에 어떠한 영향을 미치는가를 검토하는 것이다. 180명의 대학생을 피험자로 한 실험결과, 사전지식의 학업성취에 대한 주효과 및 상호작용 효과가 있는 것으로 나타났다. 특히 구조도형 하이퍼텍스트에서는 사전지식이 높은 피험자의 학업성취도가 높은 반면 구조도 설명형 하이퍼텍스트에서는 사전지식이 낮은 학습자의 성취도가 오히려 높았다. 무선적 숫자 산출 과제로 측정한 중압집행장치 작동기억을 제외한 모든 작동기억 요소가 하이퍼텍스트 학습에 주효과가 있는 것으로 나타났으며, 언어적 작동기억과 시각적․공간적 작동기억이 탐색도구와 함께 성취도에 상호작용 효과가 있는 것으로 나타났다.

영어초록

The purpose of this study was to examine the effects of students' prior knowledge and working memory, and the hypertext navigation tools on performance with hypertext. According to Baddeley (1986), it was considered that the concept of working memory was divided into three components such as central executive, phonological loop, and visuospatial sketchpad. The hypertext navigation tools included four types:the table of content, the list, the structural map, and the structural map with its introduction. The subject was 118 college students. They were randomly assigned to the four hypertext navigation conditions.The research findings were as follows:First, students' prior knowledge had the significant effect on performance with hypertext even if the main effect of the hypertext navigation tools was not statistically significant. The interaction effect of the prior knowledge and the types of hypertext navigation on performance, however, was significant.Second, three components of working memory had effects on performance with hypertext. Both phonological loop and visuospatial sketchpad affected the subjects' performance. The central executive measured by the star counting task had significant effect on performance, but the central executive measured by the random number generation task did not have the main effect on the achievement.Third, the students of high phonological loop capacity showed higher posttest scores in the two conditions of the list and the table of content, even though the low capacity students had higher scores in the conditions of the structural map and the structural map with its introduction. Similarly, the students of high visuospatial sketchpad capacity had higher posttest scores than the lower students in both the list and the table of content conditions. However, there was no significant difference between the two groups in the conditions of the structural map and the structural map with introduction.

참고자료

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