복합적 과제 제시 전략과 시험 유형이 학습 성과, 인지부하, 교수효율성에 미치는 영향

초록

The purpose of this study is to investigate the effects of complex task presentation strategies and test format on learning outcomes (retention and transfer), perceived cognitive load, and instructional efficiency. 155 middle school students were participated in the study, and were randomly assigned to two complex task presentation strategies(presenting task element interactivity simultaneously and presenting isolated element gradually) and each of the groups were divided into different test formats(restudy, completion task, and conventional problem solving). The results are as follow: for the transfer test, the completion task group showed significantly higher outcomes than the conventional problem solving and restudy groups, and the presenting isolated element gradually group showed significantly higher outcomes than the presenting element interactivity simultaneously group. Furthermore, the conventional problem solving group showed significantly lower cognitive load than the completion task and restudy groups. Lastly, the groups which engaged in the completion task showed significantly higher instructional efficiency than the conventional problem solving and restudy groups. These findings of the study partially support the testing effect, demonstrated by the group with completion task. Based on these findings, a conclusion could be made that the scaffolded test such as completion task would work as an effective stepping stone between the learning phase and the final test phase.

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