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- W4386441558 abstract "본 연구는 대학 수업에서 활용되는 강의영상 학습에서 영상의 유형(강사 출연, 화면 속 화면, 대리적 상호작용)과 영상에서 다루는 지식의 유형(선언적 지식, 절차적 지식)에 따라 학습자의 인지부하(내재적, 외재적, 본유적)에 차이가 있는지를 실증하는 연구이다. 실험 결과, 대리적 상호작용 영상으로 학습한 집단의 외재적 인지부하와 본유적 인지부하가 낮았으며, 선언적 지식을 다룬 강의영상을 학습한 집단이 절차적 지식보다 세 유형의 인지부하가 모두 낮았다. 절차적 지식의 경우, 대리적 상호작용 유형으로 개발할 때 외재적 인지부하가 적었고, 화면 속 화면 유형과 대리적 상호작용 유형이 강사 출연 유형보다 본유적 인지부하가 높은 것으로 나타났다. 이러한 결과를 통해 대학 수업용 강의영상은 대리적 상호작용 유형으로 개발하는 것이 효과적이고, 지식의 유형은 선언적 지식을 다루는 것이 인지부하를 낮추는데 효과적임을 알수 있다. 절차적 지식을 다루는 경우 대리적 상호작용이나 화면 속 화면 유형으로 설계하는 것이 인지부하를 낮출 수 있다는 시사점을 얻을 수 있다.The purpose of this study is to verify whether there are differences in learners' cognitive loads(intrinsic, extraneous, germane) depending on the types of videos(picture in picture, vicarious) and the types of knowledge(declarative, procedural) covered in the video in lecture video learning utilized in college classes. The results have showed that the vicarious interaction types have generally less been cognitively demanding, and that declarative knowledge types have been less cognitively demanding than procedural knowledge ones. For procedural knowledge, the extrinsic cognitive loads have been lower when developing with the vicarious interaction types, and the classroom lecture and vicarious interaction types have had higher intrinsic cognitive loads than the classroom lecture types. These results have suggested that when developing lecture videos for college classes, it is effective to use the vicarious interaction types to cover declarative knowledge, and for procedural knowledge, it is effective to design the vicarious interaction or classroom lecture types videos." @default.
- W4386441558 created "2023-09-06" @default.
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- W4386441558 date "2023-08-31" @default.
- W4386441558 modified "2023-09-27" @default.
- W4386441558 title "Different Effects of Video Types and Knowledge Types on Cognitive Load in Lecture Video Learning" @default.
- W4386441558 doi "https://doi.org/10.31352/jer.21.3.133" @default.
- W4386441558 hasPublicationYear "2023" @default.
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