반복연습형 CAI에서 문항선택전략이 사실적 정보의 기억에 미치는 효과

목차

Ⅰ. 서론

A. 문제 제기 및 연구의 필요성
1. 문제 제기
2. 연구의 필요성
B. 연구 문제
C. 용어의 정의

Ⅱ. 이론적 배경

A. 반복연습형 CAI
1. 반복연습형 CAI의 개념과 구조
2. 반복연습형 CAI에 대한 선행 연구 결과
B. 문항선택전략과 기억
1. 문항선택전략의 유형
2. 기억
a) 단기기억과 문항선택전략
1) 단기 기억의 지속 시간과 문항선택전략
2) 단기 기억의 용량과 문항선택전략
b) 간섭과 파지
c) 분산의 학습효과
Ⅲ. 연구 가설

Ⅳ. 연구 방법
A. 실험 대상
B. 실험 설계
C. 실험 도구
1. 반복연습형 CAI 프로그램
2. 파지검사 도구
D. 실험 절차
E. 자료의 분석 방법

Ⅴ. 연구 결과 및 해석

Ⅵ. 논의

본문내용

e.
In this regard, this study was designed to compare the effectiveness of three types of strategies, namely, two-pool drills, three-pool drills, and variable-interval item drills.
The research questions addressed in this study were as follows. First, is the use of item selection strategies in a drill and practice mode of CAI effective for the learning of factual information? Second, are the different types of item selection strategy in a drill and practice mode of CAI differentially effective for the learning of factual information?
The independent variable used in this study was item selection strategies and the dependent variables were immediate test scores and retention test scores. There were four levels of the independent variable and according to these four levels, the following groups were organized: Group 1 with no item selection strategy, Group 2 with two-pool drills, Group 3 with three-pool drills, and Group 4 with variable-interval item drills.
Subjects were 115 second grade high school students. One-way ANOVA and Tukey test were used to analyze the data.
Major findings can be summarized as follows:
First, there have been significant differences between the groups with item selection strategies and the group with no strategy on the immediate test(F=.0328, P<.05). On the Tukey test, significant differences were found between the group with no item selection strategy and the group with two-pool drills. However, no significant differences were found between the group with no item selection strategy and the groups with three-pool drills or variable-interval item drills.
Second, there were no significant differences between the groups with item selection strategies and the group with no strategy on the retention test scores.
Third, there were no significant differences on the immediate and retention test scores among the groups according to the types of item selection strategies.
In light of the results of this study, the following future research directions are proposed for further consideration:
First, there is a need to find out how the effectiveness of item selection strategies is related to learner characteristics such as learning capability and age. Second, in case of three-pool drills, there is a need to modify instructional design and reexamine learning effectiveness. In modifying three-pool drills, the focus should be on how to realize basic principles faithfully and induce active participation of learners. Third, in case of various-interval item drills, studies need to be conducted which examine how the presentation interval of wrong response items affects the learning effectiveness. Fourth, there is a need to examine the learning effectiveness of item selection strategies in consideration of learners' affectional attitude. Fifth, since this study examined the effectiveness of non-continuous types of item selection strategies, it may be interesting to examine continuous types of strategies in a drill and practice mode of CAI.

키워드

반복연습형,   CAI,   문항선택 전략,   반복연습형 CAI,   반복연습형 CAI의 개념과 구조,   문항선택전략과 기억