초록/요약

Objectives The purposes of this study were to identify the effects of visual cues and prior knowledge levels on cognitive load in video learning about domain general problem solving strategies. Methods For this, an experiment was conducted in a controlled laboratory with university students. Cognitive load was analyzed using visual data and subjective response data from recall stimuli among physiological and psychological responses. Data analysis was performed using R and Excel, and analyzed through Wilcoxon test and GLM(Generalized Linear Model). Results TFirst, in the video-based learning, the difference in cognitive load between the experimental group with visual cues and the control group without visual cues was examined. The average number of saccade was more frequent in the control group. This was statistically significant. On the other hand, the average of pupil dilation was larger in the experimental group. However, it was not statistically significant. In order to examine the interaction effects of visual cues and prior knowledge, we analyzed them through a GLM. The main effects if visual cues and prior knowledge were significant. The interaction effect between the two indicators was also statistically significant. The mean pupil dilation was also statistically significant in both the visual cues, the main effect of prior knowledge, and the interaction effect. Conclusions It was confirmed that the cognitive load represented by the average number of saccade and the average pupil dilation was significantly influenced by visual cues and prior knowledge, as well as interaction effect between visual cues and prior knowledge. Accordingly, research team suggested that the multimedia design pronciples be investigated and related studies should be expanded based on the results of emporocal verification in the context of learning about domain general problem solving strategies.