멀티미디어 활용 학습에서 시각·청각 정보의 제시원리 탐색

Abstract

This research reviews a cognitive theory of multimedia-based learning which is based on dual-coding thεory and cognitive load theory. According to the dual-coding theory, visually presented information is processed in visual working memory whereas auditorily presented information is processed in auditory working memory. Because the auditory and visual working memory are independent, students can hold both representations in working memory at the same time and build referential connections between them. A multimedia principle underlying to the use of multimedia in learning environment is that learners understand informations better when they receive words and corresponding pictures rather than words alone. This research suggested two principles related to the multimedia usage. Spatial contiguity principle is that learners will make appropriate connections when words and pictures are near to each other on a screen. The temporal contiguity principle is that learners are more likely to make appropriate connections when they are presented simultaneously rather than successively. According to the cognitive load theory, the processing capacities of the auditory and visual working memories are limited. When thε animation and text explanation are presented on one screen, visual working memory may become overloaded. This is because both animation and text must compete for visual processing capacity. When learners nεed to split their attention, it overburdens their limited working memory capacity. This is called split-attention effect and consists of two principles : visual and auditory split-attention effect.