[논문]Comparison of Cognitive Loads between Koreans and Foreigners in the Reading Process

Im, Jung Nam; Min, Seung Nam; Cho, Sung Moon

doi:10.5143/jesk.2016.35.4.293

Comparison of Cognitive Loads between Koreans and Foreigners in the Reading Process 원문보기

Journal of the Ergonomics Society of Korea = 大韓人間工學會誌, v.35 no.4, 2016년, pp.293 - 305

Im, Jung Nam (Hanyang University, Department of Korean Language and Literature) , Min, Seung Nam (Shinsung University, Department of Fire Safety Management) , Cho, Sung Moon (Hanyang University, Department of Korean Language and Literature)

Abstract ▼ AI-Helper

Objective: This study aims to measure cognitive load levels by analyzing the EEG of Koreans and foreigners, when they read a Korean text with care selected by level from the grammar and vocabulary aspects, and compare the cognitive load levels through quantitative values. The study results can be utilized as basic data for more scientific approach, when Korean texts or books are developed, and an evaluation method is built, when the foreigners encounter them for learning or an assignment. Background: Based on 2014, the number of the foreign students studying in Korea was 84,801, and they increase annually. Most of them are from Asian region, and they come to Korea to enter a university or a graduate school in Korea. Because those foreign students aim to learn within Universities in Korea, they receive Korean education from their preparation for study in Korea. To enter a university in Korea, they must acquire grade 4 or higher level in the Test of Proficiency in Korean (TOPIK), or they need to complete a certain educational program at each university's affiliated language institution. In such a program, the learners of the Korean language receive Korean education based on texts, except speaking domain, and the comprehension of texts can determine their academic achievements in studying after they enter their desired schools (Jeon, 2004). However, many foreigners, who finish a language course for the short-term, and need to start university study, cannot properly catch up with university classes requiring expertise with the vocabulary and grammar levels learned during the language course. Therefore, reading education, centered on a strategy to understand university textbooks regarded as top level reading texts to the foreigners, is necessary (Kim and Shin, 2015). This study carried out an experiment from a perspective that quantitative data on the readers of the main player of reading education and teaching materials need to be secured to back up the need for reading education for university study learners, and scientifically approach educational design. Namely, this study grasped the difficulty level of reading through the measurement of cognitive loads indicated in the reading activity of each text by dividing the difficulty of a teaching material (book) into eight levels, and the main player of reading into Koreans and foreigners. Method: To identify cognitive loads indicated upon reading Korean texts with care by Koreans and foreigners, this study recruited 16 participants (eight Koreans and eight foreigners). The foreigners were limited to the language course students studying the intermediate level Korean course at university-affiliated language institutions within Seoul Metropolitan Area. To identify cognitive load, as they read a text by level selected from the Korean books (difficulty: eight levels) published by King Sejong Institute (Sejonghakdang.org), the EEG sensor was attached to the frontal love (Fz) and occipital lobe (Oz). After the experiment, this study carried out a questionnaire survey to measure subjective evaluation, and identified the comprehension and difficulty on grammar and words. To find out the effects on schema that may affect text comprehension, this study controlled the Korean texts, and measured EEG and subjective satisfaction. Results: To identify brain's cognitive load, beta band was extracted. As a result, interactions (Fz: p =0.48; Oz: p =0.00) were revealed according to Koreans and foreigners, and difficulty of the text. The cognitive loads of Koreans, the readers whose mother tongue is Korean, were lower in reading Korean texts than those of the foreigners, and the foreigners' cognitive loads became higher gradually according to the difficulty of the texts. From the text four, which is intermediate level in difficulty, remarkable differences started to appear in comparison of the Koreans and foreigners in the beginner's level text. In the subjective evaluation, interactions were revealed

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문제 정의

This study analyzes the reading process of Koreans and foreigners using the EEG (alpha and beta bands) used as a method to measure cognitive load in the ergonomics field. The purpose of this study is to comparatively evaluate the cognitive loads of foreigners and Koreans upon reading Korean texts with care using the analysis method above. Through this, this study aims to identify hindrance factors felt by foreigners as they encounter Korean texts, provide basic data to devise an education method for foreigners to more easily understand Korean books, and build a quantitative evaluation method in the future.
This study measured EEG during the reading Korean texts with care, and subjective evaluation after the reading under the assumption that there is a difference in cognitive loads between Koreans and foreigners upon reading Koran texts with care. Before the experiment, the purpose and procedure of the experiment were explained to the participants, and they were instructed to write their personal information such as age and Korean learning period.
As part of research to improve foreigners' learning ability, there are methods related with reading strategy, and most of them, namely questionnaire survey and interviews with subjects are used as a research method. This study tries to analyze bio-signal, which is a more objective measurement of hindrance factors and stress index in the Korean reading course for foreigners, through which this study aims to acquire more accurate basic data.

제안 방법

This study measured EEG during the reading Korean texts with care, and subjective evaluation after the reading under the assumption that there is a difference in cognitive loads between Koreans and foreigners upon reading Koran texts with care. Before the experiment, the purpose and procedure of the experiment were explained to the participants, and they were instructed to write their personal information such as age and Korean learning period. After that, a EEG sensor was attached to the participant's Fz and Oz.
The dependent variables were the alpha band, a EEG revealed when a participant's mind and body become stable, the beta band which is a stress wave, and subjective evaluation (questionnaire survey: comprehension, difficulty of words, difficulty of grammar, and overall satisfaction).
01, and interactions were also shown according to group and difficulty of text (Table 3). This study also conducted a post-hoc analysis on the alpha and beta bands having significant differences. As a result, Koreans' frontal lobe alpha band was 1.
This study analyzes the reading process of Koreans and foreigners using the EEG (alpha and beta bands) used as a method to measure cognitive load in the ergonomics field. The purpose of this study is to comparatively evaluate the cognitive loads of foreigners and Koreans upon reading Korean texts with care using the analysis method above.
01), and interactions were shown according to group and difficulty (Table 3). This study carried out a post-hoc analysis on the comprehension, difficulty of words, difficulty of grammar and overall satisfaction. As a result, the foreigners' comprehension was 1.
As a result, the foreigners' cognitive load was higher than that of the Koreans upon reading Korean texts with care, which was drawn by actual and quantitative values, and the differences increased according to the difficulty of text. This study found that schema formation can have a positive effect on reading process through a EEG analysis and a subjective evaluation. This study is differentiated from existing studies in that an experiment was carried out by dividing the Korean reading texts by difficulty of the texts, and into two groups, namely Koreans and foreigners.
This study found that schema formation can have a positive effect on reading process through a EEG analysis and a subjective evaluation. This study is differentiated from existing studies in that an experiment was carried out by dividing the Korean reading texts by difficulty of the texts, and into two groups, namely Koreans and foreigners. The existing studies mainly interpreted EEG patterns with an ERP (event related potential) experiment on phoneme and phonological dimension.
This study measured cognitive loads felt by the Koreans and foreigners in Korean text reading by using EEG and subjective satisfaction. As a result, the foreigners' cognitive load was higher than that of the Koreans upon reading Korean texts with care, which was drawn by actual and quantitative values, and the differences increased according to the difficulty of text.
This study used a EEG gauge (Biopac, Mp150) to measure the cognitive loads of Koreans and foreigners. The EEG sensor was attached to the participants' Fz and Oz parts by International 10/20 Electrode System for electrode attachment parts (Figure 1).
The purpose of this study is to comparatively evaluate the cognitive loads of foreigners and Koreans upon reading Korean texts with care using the analysis method above. Through this, this study aims to identify hindrance factors felt by foreigners as they encounter Korean texts, provide basic data to devise an education method for foreigners to more easily understand Korean books, and build a quantitative evaluation method in the future.
To evaluate cognitive loads measured with EEG of Koreans and foreigners, this study designed with 2×8 within-subject design (groups: 2, difficulty of text within the book: eight grades).
To find out the effects of schema affecting reading comprehension, this study carried out a EEG analysis and a subjective evaluation. The content of the experimental text 8 is about King Sejong that the foreigners learned during the regular class a week before, and the text was presented to the foreigners on the premise that content schema existed.
When the participants are familiarized with the apparatus, they were instructed to read the Korean text by difficulty from the books (grades 1~8) offered by King Sejong Institute in line with experiment design sequence. To find out whether a participant understood what he/she read, subjective comprehension evaluation was conducted, after the experiment was finished by each condition.

대상 데이터

The EEG sensor was attached to the participants' Fz and Oz parts by International 10/20 Electrode System for electrode attachment parts (Figure 1).
To evaluate cognitive loads of Koreans and foreigners, this study selected 16 healthy participants (eight Koreans and eight foreigners). All the participants were limited to those who did not have an experience of cognitive treatment and ophthalmic treatment that may affect eyesight (Table 2).
To find out whether a participant understood what he/she read, subjective comprehension evaluation was conducted, after the experiment was finished by each condition. To identify in what form schema helps text comprehension, this study selected experimental texts among the eight types of books containing the grammar and words higher than the level of the learners, given that the participants were intermediate level learners. The content of the text was about King Sejong that the participants learned in their regular classes before the experiment was carried out.

데이터처리

To find out the effects of dependent variables according to independent variables, an analysis of variance (ANOVA) was conducted (Table 3). As a result, significant differences were shown in the main effective group (p>0.

후속연구

However, this study is meaningful in that this study compared targeting the entire reading process. The study results and quantitative method are expected to be utilized as effective data for text and teaching materials development beyond the reading sentences that foreigners can easily approach.

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