• The Journal of Korean Association of Computer Education
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• v.10 no.1
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• pp.67-75
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• 2007

The purpose of the study is to develop handheld learning tool based on design principles drawn from cognitive load theory. To optimize learner's cognitive load, the learning program should be developed for maximizing the effective load and(or) minimizing ineffective load. The principles, which were applied to developing the learning program, for minimizing the extraneous cognitive load, one of the ineffective loads, are modality, redundancy, split-attention, multimedia, and worked-out example. In this study, we will show possibilities for designing an effective mobile learning program.

• Journal of Digital Convergence
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• v.10 no.11
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• pp.323-329
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• 2012

This study examines the anchoring effect and the adjustment process of two variables(verbal information, cognition load) with snack products. In the results of this study, 1) we found the anchoring effect because the respondents predicted more the number of real units(goraebap) on the packaging painted 25 units than 5 ones. 2) We confirmed the moderating effect of verbal information. The difference of the number of real units predicted between the two packaging was decreased when the visual information was in company with verbal information. And 3) the moderating effect of cognitive load appeared because the more cognitive load was, the less the difference of the number of real units predicted was. This study has shown that we can reduce the errors and biases by adjusting the information frame or the cognitive load. This research provides a theoretical-practical implications to the marketing staffs like packaging designers as well as scholars to study consumer psychology.

• Proceedings of the Korea Society for Industrial Systems Conference
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• 1998.10a
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• pp.671-688
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• 1998

본 논문은 작업그룹의 과업을 수행하는 인지적 과정을 분석하는 방안을 제시한다. 먼저, 그룹의 인지현상을 연구하는 분산인지이론을 검토하고, 기존의 개인 과업 분석 방법론중의 하나인 GOMS를 확장하여 그룹에 적용할 수 있는 분산형 GOMS 방법론을 제안한다. 제안한 분산형 GOMS 방법론을 작업그룹의 실제 사례인 원자력 발전소의 주 제어실 운전반의 한 과업에 시험적으로 적용하여 분석해 본 결과를 제시한다. 각 구성원의 업무 수행 시간, 의사소통시간, 최대인지 부하등을 기초로 작업그룹의 업무 수행시간과 인지 부하의 ？형도를 계산하여 그룹의 과업에 대해 분석하였다.

• Journal of the HCI Society of Korea
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• v.14 no.2
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• pp.31-39
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• 2019

This research examined the changes that fast-growing voice-based devices would bring in the media multitasking environment. Based on the theoretical background that information processing efficiency improves when performing multiple tasks requiring different resource structures at the same time, we conducted an experiment where participants searched for information with voice-based or screen-based devices while performing an additional visual task. Results showed that both task performance environment and interface modality had significant main effects on cognitive load. The overall cognitive load level was higher in the voice interface group, but the difference in cognitive load between the two groups decreased in a multitasking environment where the additional visual resources was required. The visual task performance was significantly higher when using the voice interface than the screen interface. Our findings suggest that voice interfaces offered advantages in the cognitive load and task performance by distributing two tasks to the auditory and visual channels. The results of this study imply that voice-based devices have the potential to facilitate efficient information processing in the screen-centric environment where visual resources collide. We provided theoretical evidence of resource distribution using multiple resource theory and tried to identify the advantages of the voice interface more specifically based on the threaded cognition model.

• The Journal of the Korea Contents Association
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• v.19 no.9
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• pp.101-111
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• 2019

This study was to examine association between working memory and social cognitive ability, and the influence of story-use on social cognitive ability. To this end, this study measured working memory(via n-back), and randomly assigned 82 participants into three groups(5th level intentionality, 3rd-level intentionality, and exposition conditions), and then compared the accuracy of perspective taking and emotion recognition(RMET: Reading Minds in the Eyes Test) as social cognitive ability. The results suggested that perspective taking accuracy was significantly associated with working memory capacity, whereas emotion recognition accuracy was not. Contrary to the hypothesis, perspective taking in the 5th-level intentionality story group were significantly lower than those in the 3rd-level intentionality story group. Emotions recognition accuracy was not significantly different among the three groups. Overall, this study produced inconsistent results, which has been discussed in terms of theory and methods.

• Korean Journal of Cognitive Science
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• v.19 no.4
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• pp.369-396
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• 2008

The purpose of this article is to investigate the effect of visual working memory, the types and contents of graphic annotations on English learning. The participants of the experiments were 5th and 6th graders. The result showed that animation was effective only in the word test for children with large visual working memory, whereas text-only-annotation yielded better performance in the comprehension test in Experiment 1. The effect of relevance of animations was tested in Experiment 2. Context-relevant-animations yielded better comprehension than the animations denoting the typical meaning, whereas the opposite pattern was reported in the word test. The result of the two experiments was interpreted in terms of cognitive load theory and the generative theory of multimedia learning.

• The Journal of Korean Association of Computer Education
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• v.7 no.6
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• pp.37-45
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• 2004

With the rapid growth of the Web technologies, the Web has changed teaching and learning as well as our life in various ways. Web-based instruction (WBI) supports self-directed and creative learning at anytime anywhere. However, learners may experience the problems of disorientation and cognitive overload when the hyperspace that consists of learning materials is complex. In this paper, we present a Web-based adaptive hypermedia system based on cognitive load theory which can reduce cognitive loads that novices may experience when they learn programming

• Korean Journal of Cognitive Science
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• v.13 no.3
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• pp.47-60
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• 2002

The study investigated the effects of types of presentation and cognitive load on multimedia learning. In experiment 1, subject were 90 elementary school students. The subject were assigned in three conditions: Narration and Text (NT) condition, Animation and Narration(AN) condition, Animation and Text(AT) condition. The result showed that AN condition improved the learning performances in comparison with AT condition, NT condition. Experiment 2 was administrated to 87 undergraduate students. They were participated in three conditions, also. The conditions were Animation and Text (AT) condition, Animation and Narration (AN) condition, Animation, Narration and Text (ANT) condition. the results showed that AN condition was greater in AT, ANT condition. The results from a series of these experiments imply that varying the types of presentation of identical learning materials had influences on the performances. Multimedia presentation(animation and verbal conditions) improved the learning performances in comparison with monomedia presentation(verbal condition), and the advantage was raised when learners were provided the learning material in the multimodal and multimedia environment(AN condition). Also, it came out that redundant text identical to narration disrupted learning when learners were in the picture (either animation or illustration) and narration conditions. Likewise, also for adults, performances were improved in the multimodal conditions and redundant text identical to narration was not helpful for learning. These results are evidences for the dual-coding theory and the cognitive load theory.

• Science of Emotion and Sensibility
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• v.13 no.1
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• pp.21-32
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• 2010

This study investigated the effects of contiguity and reading mode on cognitive load factors measured by Galvanic Skin Response(GSR). In this study two experimental conditions were imposed to participants to measure cognitive load with the high contiguity picture and low contiguity picture. Thirty-four college students participated to this experiment(experiment group=17, control group=17), and spilt-plot factorial design was applied to control individual difference in galvanic skin response. Tasks of this experiment were reading and summary. The dependent variables were skin conductance response, and perceived difficulty. The independent variables were the degree of contiguity of visual material(high contiguity vs. low contiguity). The major result of this study was identification of a significant difference of GSR with low contiguity condition. Indeed it was identified that more complex reading condition required more cognitive loads. This finding supported that different cognitive process might require different amounts of cognitive loads. For the further research, this study discussed the validity of applying physiological signals to assess cognitive loads and relationships the associated affective reactions.

• The Journal of Korean Association of Computer Education
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• v.19 no.2
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• pp.99-114
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• 2016

The transient information effect occurs when long and complex transient information disappear before the learner has time to adequately process it or link it with new information. This study aimed to explore the impact of the transient information effect on multimedia learning efficiency within the cognitive load perspective and how segmentation and pacing of instructional materials interact with the transient information effect. The results revealed that the visualonly instruction(a diagram with long and complex texts) was more efficient than the audiovisual instruction(a diagram with long and complex spoken texts). The overall results suggested that using long and complex spoken texts with a diagram can have a negative impact on learning unless the transient information effect are reduced through segmentation and learner-paced instructions.