Effects of alternative coding methods on computer skill acquisition: text coding vs. image coding vs. procedural coding = 컴퓨터 기술 습득에서의 대안적 부호화 방법에 대한 효과: 텍스트 부호화, 이미지 부호화, 절차적 부호화의 비교

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In recent years, fueled by the advent of advanced technologies and the need to update one’s knowledge to catch up rapidly changing environment, e-Learning has become not only widespread but also mainstream. Ob-servational learning is commonly engaged when users learn via an e-Learning system as video-based lectures are offered by the system. Prior research has shown that observational learning can be improved and strengthened via coding activities, but it is unclear which coding approach should be used for different types of learning outcomes. In this research, we compared the efficacy of alternative coding schemes for different learning outcomes in an e-Learning context. In particular, we examined text coding vs. image coding vs. procedural coding for declarative knowledge (comprehension), procedural knowledge (skill compilation), affective learning (self-efficacy, user perceptions with regard to the target application), and knowledge structure. A laboratory experiment was conducted at a research university in Korea involving eighty two trainees who received video-based lectures on Adobe Photoshop CS4. The experiment conditions consisted of control group, text coding only group, text coding and image coding group, and procedural text coding and image coding group. The results of the experiment showed the highest level of learning for the combined coding conditions (text coding and image coding group, procedural text coding and image coding group), but each of the combined coding conditions was effective for different learning outcome. Text coding and image coding was the best setting for the acquisition of declarative knowledge, while procedural text coding and image coding was the best setting for the acquisition of procedural knowledge. There were also interesting differences produced in affective learning outcomes and knowledge structures. In short, these results are in support of dual-coding theo-ry, which posits that visual codes and verbal codes of info...
Yi, Mun-Yongresearcher이문용
한국과학기술원 : 지식서비스공학과,
Issue Date
568093/325007  / 020103559

학위논문(석사) - 한국과학기술원 : 지식서비스공학과, 2012.2, [ vi, 82 ]


Observational Learning Processes; 이러닝; 노트 정리; 이중부호 이론; 관찰학습; e-Learning; Dual-coding Theory; Note-taking

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