웹 기반 학습 프로그램에서 아이콘의 유형과 학습과정 통제권이 학습결과에 미치는 영향
(The) Effect of Icon Types and Learning Process Control in Web-based Instruction
웹 기반 학습 프로그램 아이콘 학습과정 통제권;
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This study aims at analyzing the effects of icon types which are regarded as a user interface and learning process control in web-based instruction environment. The subjects of study are as follows; First, what effect do the icon types which help navigation have on the study achievement and motivation in web-based instruction? Secondly, what effect does the existence of learning process control have on the study achievement and motivation? Lastly, what effect does the interaction between the icon types and the learning process control have on the study achievement and motivation? To make an experiment on these, we set up WBI class named "the interesting carving world" for the 2nd-year middle school students. we made two interface modes and put different buttons and icons. we divided them into two groups which would be under each different learning process control including study contents and orders and tried to get how the students can acknowledge with the way of navigational process. For getting these results, we tested the study achievement and the learning motivation estimation. The way of experiment was basically designed to analyze 2(the icon types, learning process control)×2(the study achievement, the study motivation) factors. The independent variable factors are as follow; First, the icon types should be the text type and the picture type. Secondly, the learning process control types should be the teacher-leading and the student-leading. The dependent factors are the study achievement and the study motivation. The web-based instruction program was designed for students to use with ease and interest. The design components are as follows; First, student can see each first topic and second topic in one slide to navigate freely. Secondly, it is designed to get the fundamental knowledge by appreciating the study points like the meaning and the kind of carving at first sight. Thirdly, it should be let students appreciate each art work according to the order and the field. Lastly, the validation test should be suggested for students to check by themselves. ANOVA was done for the data analysis using pre and post-factum study achievement, and for the motivation test using SPSS 10.0 software. Cronbach's α was used for the confidence evaluation. The experiment results are as follows; First, we didn't achieve the regard test of what effect the change of icon types had on the study achievement and study motivation. The interface type(icons used in this experiment) could be interpreted variously and didn't affect the study achievement and study motivation. Secondly, we didn't achieve the regard test of what effect the existence of learning process control had on the study achievement and study motivation. After the class for the experiment, we had a difficulty in getting additional time to collect the study achievement test and motivation test papers. As time was delayed, we thought there might be uncontrollable external factors(ex. the exchange of informations between students, additional study experiences in advance) and the learning process control didn't have any effect on the study achievement and motivation in web-based instruction. Thirdly, we didn't achieve the regard test of what effect the existence of study control had on the study achievement and study motivation. Because the materials were suggested inadequately, the web-based material structure could have a possibility of unsuitableness to distinguish each student's study achievement. The interaction of the icon types and the learning process control didn't have any effect on study achievement and motivation in web-based instruction. Here are several suggestions for the following study. First, the program which deepens the degree of study contents according to the study achievement is effective on the study guidance. Being excluded from the contents of experimental analysis, there was a close relation between the level of study achievement and study motivation result. That is to say, the higher the students have the study achievement, the more they are satisfied with the web-based instruction. This shows our proposal will affect the study guidance. Secondly, we made an experiment by changing the icon types only as one variable result factor, but it is necessary that the result factors be set up by changing contents and the study process. The study on the setting up of various result factors and its effect will be helpful in developing more effective web-based instruction program and the study of teaching method. Thirdly, it should be considered carefully to select picture icons, for it is interpreted variously when abstract ideas are expressed into realized ones. It is necessary that more following study and web-based instruction are activated. In addition, if new teaching methods are developed, it is very helpful.