인지적 부하가 멀티미디어를 활용한 읽기 교육에 미치는 영향네트워크기반 교육용게임이 만족도, 성취도 및 94학습동기·전략 향상에 미치는 영향
Activation Strategy of 4PL(Fourth Party Logistics) for Korean Firms
- 발행
- 2006.04
- 소속·발행
- 배재대학교
- 출처
- 국내 KCI
- UCI
- G704+INS000000934-ART001137950
- 원문등록
- 2006-05-26
- 원문
- 원문 보기 ↗
개념
키워드
cognitive load, verbal, visual, limited capacity of human working memory, generative theory of multimedia instructionAuthor: Lee, Chang-in (PaiChai University); cilee@pcu.ac.kr
초록
This case study examines whether multiple representations of information in second-language learning help or hinder learning. Participants(152) who enrolled in a second-year German course read a German story with the aid of a multimedia computer program. They were divided into four groups based on the kind of annotations they received. Group I received neither visual nor verbal annotations. Group II, only verbal. Group III, only visual. Group IV, both annotations. Group II and III showed noticeable results. When group III students received visual annotations for vocabulary words, students with low-verbal and low-spatial ability recalled less words than those with high-verbal and high-spatial ability. Students in group II, however, did not differ when they received only verbal annotations. As far as text comprehension is concerned, all students were worst when they were given with visual annotations. Results are consistent with a generative theory of multimedia learning and with cognitive load theory which assume that multimedia learning processes are executed under the constraints of limited working memory.