취약점 기능군 강조부분 변화시키기를 통한 취약점 완성하기 과제가 인지부하, 학습전이, 교수효율성에 미치는 영향

초록

This research verified the effects of the least-abled completion tasks instead of conventional whole tasks. Research questions identified whether the least-abled sets of completion tasks is effective on cognitive load, learning transfer, and instructional efficiency when learners with prior knowledge performs complex tasks. To examine the research questions, a quasi-experimental research was conducted. 32 participants in their first and second year of high school in Kangwon-do enrolled in the research. Subjects of the research were randomly assigned to one of two groups(Conventional tasks, The least-abled sets of completion tasks). All participants identified their least-abled sets of constituent skills through prior test, and both groups carried out learning process of the least-abled sets of constituent skills based on the results. However, controlled group carried out conventional tasks according to constituent skills. Experimental group carried out the least-abled sets of completion tasks. In order to analyze the results of cognitive load, learning transfer, and instructional efficiency, independent samples T-test was conducted. The results of analysis showed that the least-abled sets of completion tasks group showed significantly lower intrinsic cognitive load and higher germane cognitive load. In addition, the least-abled sets of completion tasks according to the prior test results suggested appropriate task difficulty.

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