• 영어어문교육
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• 제17권3호
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• pp.27-56
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• 2011

The analysis on the use of lexical discovery and consolidation strategies that have been researched within the area of vocabulary learning strategies (VLS) have not sufficiently drawn the interest of EFL practitioners with regard to vocational high school learners. The results, however, are expected to have implications for the design of vocabulary tasks and instructional materials for EFL learners. The present study investigates EFL vocational high school learners' use of lexical discovery and consolidation strategies with questionnaires, where the use of the learners' lexical discovery strategies were further validated with the think-aloud methodology by asking samples of proficient and less proficient learners to report on their reading process while reading L2 texts that had not been exposed to the learners. The results indicated that there were significant differences between the two groups of learners in the employment of 11 of the strategies which were in the categories of determination, social, memory, and metacognitive strategies, but not for cognitive strategies. The pattern of strategies indicated that different lexical discovery and consolidation strategies were employed relatively more by one proficiency group than another. The study suggests some implications for how strategy-based instruction can be implemented in EFL classrooms.

• 한국문헌정보학회지
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• 제48권2호
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• pp.379-398
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• 2014

This pilot study explored the effect of mental demand on a Web searcher's thoughts, emotions, efforts, and performance in Web searches in order to address whether or not there is any difference between searchers exposed to mental demand manipulation and searchers not exposed. Research data were collected via think-aloud protocol (TAP) with a dual-task in experiments and interviews with 10 subjects who participated in this study. For the searcher's thoughts, relevance judgment was found to be hindered by mental demand. For the searcher's emotions, the experimental group was more frustrated than the control group. With respect to the searcher's efforts, searchers for the experimental group with mental demand manipulation were more likely to spend more time, make fewer queries, and visit fewer pages but work harder to find more relevant information that they needed. Lastly, with regard to the searcher's performance, it is likely that performance was highly dependent upon the completion of the search tasks for both groups. The NASA-TLX six components and cognitive load scores of searchers did not make a significant difference in the outcome. The findings support the use of a dual-task methodology as a promising approach for the assessment of cognitive load induced by complex Web searches.

• 한국콘텐츠학회논문지
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• 제13권12호
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• pp.62-69
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• 2013

최근 HCI, 제품디자인, 인지과학 등에서 어포던스에 대한 많은 연구가 진행되고 있다. 또한 게임분야에서도 어포던스에 대한 개념을 적용하여 게이머와 게임 시스템간의 관계를 이해하고자 하는 시도가 증가하고 있다. 그러나 게임의 특성을 고려하지 않고 기존의 HCI에서 중요하게 다루는 사용편의성, 일관성, 유용성 측면으로 연구가 진행되는 문제가 발생하고 있다. 그래서 본 연구는 생태심리학에서 제시한 어포던스(Affordance: 행동유도성) 개념을 토대로 판타지, 다양성, 재미와 같은 게임의 특징을 고려한 어포던스를 규명하는 것을 목적으로 한다. 이를 위해 게임의 기본 장르인 액션게임에서 플랫폼 액션 장르의 게임을 대상으로 게임플레이 전 과정에 대한 Think aloud 방법을 적용하여 프로토콜 분석을 실시하였다. 그 결과 고정 상태로서의 정지, 이동적 어포던스, 변형상태로서의 변형연속, 단일생성, 단일소멸 어포던스, 물리적, 인지적 어포던스가 발견되었다. 본 연구결과는 게임을 어떻게 디자인해야 할지에 대한 중요한 디자인 지침을 제시할 것으로 기대된다.

• 산경연구논집
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• 제9권8호
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• pp.35-40
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• 2018

Purpose - The purpose of this study is to conduct a monitoring study on the learning process of e-learning contents. This study has two research objectives. First, by conducting monitoring research on the learning process, we aim to explore the implications for content development that reflects future student needs. Second, we want to collect empirical basic data on the estimation of appropriate amount of learning. Research design, data, and methodology - This study is a case study of learner's learning process in e-learning. After completion of the study, an in-depth interview was made after conducting a test to measure the total amount of cognitive load and the level of engagement that occurred during the learning process. The tool used to measure cognitive load is NASA-TLX, a subjective cognitive load measurement method. In the monitoring process, we observe external phenomena such as page movement and mouse movement path, and identify cognitive activities such as Think-Aloud technique. Results - In the total of three research subjects, the two courses showed excess learning time compared to the learning time, and one course showed less learning time than the learning time. This gives the following implications for content development. First, it is necessary to consider the importance of selecting the target and contents level according to the level of the subject. Second, it is necessary to design the learner participation activity that meets the learning goal level and to calculate the appropriate time accordingly. Third, it is necessary to design appropriate learning support strategy according to the learning task. This should be considered in designing lessons. Fourth, it is necessary to revitalize contents design centered on learning activities such as simulation. Conclusions - The implications of the examination system are as follows. First, it can be confirmed that there is difficulty in calculating the amount of learning centered on learning time and securing objective objectivity. Second, it can be seen that there are various variables affecting the actual learning time in addition to the content amount. Third, there is a need for reviewing the system of examination of learning amount centered on 'learning time'.