The Vocational Knowledge Improvement Method for the Post-Modern Worker: A Case Study of the Tourism MRA Body of Knowledge Standards
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Abstract
The ASEAN member countries are going to implement the Mutual Recognition Arrangement (MRA) of Qualifications of Tourism Professionals which is the framework of competency standards with the aim to promote the equality of human resources in the tourism industry and to facilitate the mobility of tourism professionals. However, vocational education and training don’t seem to provide knowledge improvement for the worker in the postmodern era since the completion rate of MOOCs is very low. Therefore, the aim of this paper is to propose a knowledge improvement method for knowledge workers who are working in the tourism industry. In this study, the cognitive load theory and interactive media were employed as methods which are able to improve the knowledge workers’ learning performance via mobile devices. Two experiments were performed in order to find the optimal length of video lectures and the effectiveness of interactive media in MOOCs. The first experiment was performed on sixty-two tourism industry knowledge workers who were divided into four groups randomly. Each group was loaded with different video lengths and different segmentations. The second experiment was done on the same focus group by separating them into control and experiment groups. The experiment group was assigned to use interactive media (2D learning game) right after the learning video. The results show that, by providing the same amount of learning time, the group who were using the smaller video lengths performed significantly better than the other due to lower load of information. Differences in knowledge tests were examined across different conditions of video lengths to measure the learning performance. As a result, the groups which were equipped with interactive media achieved higher test scores than those in non-interactive groups. The evaluation method for the performance test was the same as the first experiment. The results indicate that the interactive group with smaller size of video length performed significantly better than the other group exposed to traditional online learning (using long video in a non-interactive manner).
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