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연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2019.1
- 수록면
- 247 - 274 (28page)
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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.
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