웹 기반 학습에서 텍스트형ㆍ아이콘형ㆍ메타포형 인터페이스가 학습수행에 미치는 영향

서지정보

ㆍ발행기관 : 한국교육공학회 ㆍ수록지정보 : 교육공학연구 / 16권 / 4호
ㆍ저자명 : 백영균, 조영아

목차

1. 서론
1I. 01론적 배경
10. 연구 방법
N. 결과 및 논의
V. 결론 및 제언
참고문헌

한국어 초록

웹 환경에서 학습은 향해를 통해 야루어진다. 항혜를 위한 출업구가 되는 버튼야냐 아이콘을 학습자가 어떻계 지각하느냐에 따라 접하게 되는 정보악 양과 그에 따른 학업성취가 달라질 수 있다. 최근 언터넷의 대중화에 협업어 웹 상에서 다양한 형태의 버튼이나 아이콘이 사용되고 았으나， 어떠한 유형의 인터페이스가 학습에 효과척인가에 대한연구는 거의 여루어지지 않았다.따라서 본 연구섹셔는 웹 환경에서 많이 활용되고 았는 안터페이스를 쩨λl형태에 마라텍스트형， 아여콘형， 메타포형으로 구분하고 。l러한 인랴패야스 유형0) 학습의 과챙과 결과에 어떠한 차애를 보이는쳐 규명하였다‘ 그 결과 헥스트행이 프로그램을 향해하며 거천 노드 수와 학업성취도 모두 놈체 나마났다. 학습을 목적으로 하는 프로그램의 앤터페이스를 젤계할 때， 단지 홍마를 유발하기 완해 1]1적엔 측면에서 선택하기보q.는 가능적인 연애 중점을 두어 협고， 정확하게 안저할 수 있도록 설채하는 것이 효과적잉을 시사하는 결과로 볼 수 있다.

영어 초록

This study aims at finding out how interfaces such as a text type, an icon type, and ametaphor type influence students on their learning performances in Web &sed Learning.Detailed research problems are as follows:1. Is there any differences on navigation path according to the types of interfaces(tex interface,icon interface, metaphor interface)?2. Is there any differences on the academic attainments ao:::ording to the types of interfaces(text interface, icon interface, metaphor interface)?In order to solve these problems of study, one hundred twenty students out of threeclasses who were in the six grade, of CheongJu H elementary oohool were selected as sulrjects for this study. Learning assignment for this study was 'water pollution' from 'environ­ment pollution' and 'nature preservation' for six graders in the elementary oohool. Threeprograms of which contents are the same but the types are different were written inJamba 2.1 which is a web authoring tooL Collected data were anal)7J3d with SPSSWINpackage through the application of One-way ANOV A.The results from this study were as follows:1. Total number of nodes each group studied are different(p<.05). The number for theicon interface' group was the highest, next was the text interface's group, and the metaphorinterface' group had the lowesl2. The fffilUency of a􀄐 to the reference node was different by the three groups(p<.05). The icon interface's group had the lowest. next was the text interlace' group, and themetaphor interface' group had the highest.3. The academic attainments were different by the three groups(p<.05). The text interface' group had the highest jX)ints on average of the academic attairunents. Next was themetaphor interface's group. The icon interface' group had the lowest.Conclusions drawn from these results are as follows:First, the interlace type. could reas::mab􀃧y influence toth on navigation path and on theattainments. The group used the text interface program had no trouble in accessing to informationthey needed as well as in learning through it. Aloo, they had higher amdemic attairunents.The group who used the icon interface program went through various and manynodes, but they had lower academic attainments due to misunderstanding the meaning ofthe icon. The group who used the metaphor interface program got a higher jX)int in relationwith the questions of the reference node than the group who used the .icon interfaceprogram did because they knew the meaning of the button clicked, though at first theydidn't go through many nodes because it took many hours for them to understand themeaning of the figure.Second, it is hard to say that the quantity of information gotten through the navigationon the program had a direct influence on the academic attainments, but it is possible to insistthat the quantity of information from the time when learners exactly know the mean­ing of the icon or the button has a positive influenoo on the academic attainments.Third, interface design which is used for the sense of beauty makes the students get confused.This means that presenting as a text is better than the metaphor unless presentedwith the clear understandable image for the students.

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