It is intended to evaluate the existing English CD ROMs recently produced in Korea through this research. On the basis of evaluation results a CD ROM prototype titled "Plus Life: Home Comfort" was planned, scripted, and implemented onto the computer to come up with a desirable instructional CD ROM that'll teach listening comprehension of daily spoken English to the adolescents and young adults whose second language is English.

A couple of evaluation instruments were developed. One was to evaluate the existing CD ROMs and the other was to measure achievement degree of subjects participated in the experiment on the effectiveness of prototype developed for the study. The latter was used as pre and post test. Questionnaire 1 was dealt with three different characteristics of computer screen display mode. The characteristics include essential, aesthetic, and differential aspects of the program displayed on the computer monitor. Questionnaire 2 was consisted of 19 questions among which four of them were related to cognitive learning and the remaining 15 were dealt with affective learning through watchng the prototype. Question 1 through 13 inquired on daily spoken English and the remaing question 14 through 19 inquired on the importance of nonvocational activities in the house.

Achievement of Ss who had studied English with CD ROMs was highest and that of Ss who had played games with CD ROMs was next higher to the former group. Interestingly enough, those who had never played games or never studied English with CD ROMs showed a negative attitude and seemed to lost confidence in studying with CD ROMs. These results indicated that for highly predelineated goal of the program will be reached after Ss learn about computer which may be a prerequisite to learning with computer programs including CD ROMs.

The purpose of this study were 1) to explore three different characteristics of instructional CD ROMs which have been developed in Korea and 2) to come up with further research hypotheses on the basis of field testing results of a prototype produced after the evaluation of the CD ROMs. The characteristics include essential, aesthetic, and differential characteristics of instructional CD ROMs that has been called as Computer Assisted Instruction (CAI) in the field of education. Essential characteristics include such elements as objective, content, evaluation, etc. Aesthetic characteristics are presumed to be color, animation, sound, text and others that seem to be counted for the computer display modality. Differential characteristics are represented by control of users and users' access to screen space.

For the analysis of essential characteistics, taxonomy of three learning domains including cognitive domain, affective domain, and psychomotor domain. Taxonomy of cognitive domain is consisted of six strata. Starting from the lowest level, knowledge, comprehension, application, analysis, synthesis are stratified in a row to end up with evaluation on the top. Wihin the affective domain, five levels including receiving, response, valuing, organization, and characterization stand in a hierachical order in which perception is on the bottom and the charaterization on the top. There are four elements in the psychomotor domain. The lowest, observation, imitation in the next higher level, practice in the third level and in the highest stratum, adaptation stand in a row.

For aesthetic characteistics, attraction and interest provocating level of each element aforementioned were measured either by Likert scale or by open ended questions. differential characteristics which include feedback mechanism were measured by quanifying user control and users' access to screen designs. A measurement instrument of these three characteristics were invented and used for evaluating eight English CD ROMs and seven science CAI programs made for Korean adolescents. The results of evaluation was used 1) to be applied to production of a prototype for the study. The prototype was field tested to see if there were noticeable differences in attitude before and after studying CD ROM prototype. Another questionnaire was made m the form of Likert scale for the field testing. In the field testing, same questionnaire was given to the college sopormores before and after presentation of prototype. A couple of subjects were investigated through testings. One subject was related to their attitude toward learning English as a second language with CD ROMs. The other is concerned with users' attitude toward the importance of nonvocational life at home. The results of this pilot testing were analyzed and synthesized to make assumptions that may have derived some experimental research hypotheses to be tested in the future research studies.

CD ROMs are superior to traditional type of motion pictures and video tapes in that CD ROMs as a medium is interactive and resolution levels of picture displayed on the computer screen are clearer and more easily manipulative than the latter. picture captured through video scanner as well as sound captured by sound card can be compressed or edited according to the will of programmer' s in relatively effective and efficient ways. Color utilization and animation production may more efficiently fit to the CD ROM programmer' s intention as compared to those of other media.

Due to the aforementioned merits of CD ROMs, it is presumed that learners will achieve higher in any subject fields including listening comprehension of English as a second language with carefully planned and produced CD ROMs as compared to movies or video tapes on the same subject field. This is true specially in educating youngsters and adolescents whose cognition is in transitional states.

A research study (Yoon, 1994) on video programs that had been designed on such subject fields as education and refinement concluded that only a few programs had intended to help the television watchers to achieve higher levels than application in cognitive domain, valuing in affective domain and imitation in psychomotor domain. Interpretation results of the study indicatd that such video program whose objectives were relatively lower in cognitive and affective leaming were likely to be singular, but not to be continuous on the subject matter under consideration. Within a given time which lasted no longer than half an hour, the programmer could not make a full treatment on the message, ending up with lower cognitive and affective leaming of program watchers.

As a consequence, this study has evaluated recently made CD ROMs in order to see their intention to teach their users. A part of evaluation instrument is made up of investigating the levels of cognitive, affective, and psychomotor domains (see figure 2-1).

Figure 2-1: Taxonomies of Three Learning Domains

In cognitive domain, the lowest level which is knowledge includes identifying terminologies. To measure memory of terminology is prerequisite to achievement of comprehension (Dwyers, 1978). Comprehension is defined to be an ability to perceive a given content or to relate the given material to other data. So the comprehension is called interpretation, translation, summarization of a given material (Bloom, 1976). Dwyers (1978) defined comprehension as an ability to explain phenomena similar to knowledge obtained through learning. Application means transfer, solution, and adoptation of what has been learned in the classroom to real life situation. Analysis is to identify or finding elements which are consisted of a certain phenomenon or object and then clarify relations between elements, which is led to deduction of hypotheses (Gerlach & Ely, 1986). Ability of analysis is considered to be a primary element in cultivating higher cognition of individual learner. With analysis, learners can induce features that correspond to conditions described in a raw material for the purpose of determining compressed meanings, induction, quantification, and effectiveness of the data (Kim, 1985). Synthesis is judged to be a systematic collection of parts or elements which are consisted of the whole (Yoon, 1987). Bloom (1976) indicated that synthesis include such processes that matching elements as a system must be completed in order to create a new feature or structure. Evaluation initiates subjective and objective judgmental abilities (Yoon, 1994; 1995). Synthesis and evaluation with analysis are higher cognition as compared to the rest three and are encouraged to be taught in the classroom.

In affective domain, receiving is meant to be awareness or perception of atmosphere of surroundings, willingness to perceive, or selected attention. On the response stratum, learners show acquiscene in responding, willingness to respond, and satisfaction in response. After response stage is accomplished, learners are expected to show acceptance, preference, and confirmation of a value and commitment. In this level, learners commit to sparing their time and energy to some extent in order to accomplish the given task. The task may be to initializing enthusiam, will to learn, cooperating, and other emotions. Next, learners conceptualize the value they have abtained and organize a value system. This is called organization. On the top of affective domain, characterization may be accomplished. In this stage, learners generalize a set of attitude toward objects or surroundings they faced in the first place and characterize their attitudes (Gerlach & Ely, 1986).

In psychomotor domain, learners perceive quality and relations of elements in an act by observing with five human sensory organs such as auditory, visual, savory, olfactory and tactile organs. Learners in observation stage choose prompts or clues and interpret a demonstration. In the next stage, learners imitate an observed act owing to mental, physical, and emotional sets. In imitation stage, learners go through trial and errors and modify their behaviors. In practice, learners drill over the learned behavior through imitation stage until reaching proliferation levels. In the top stage, which is adaptation, learners reach the levels of resolving uncertainty and automatic performance of a learned behavior. Adaptation makes learners perform effectively within a minimum of time and with a minimum of energy (Yoon, 1994).

Aesthetic charateristics of CD ROMs include such elements as color, animation, text size, and sound & effects. Specially dealing with color, this study examined how hue, saturation, and brightness of colors used for screen display. Aesthetic characteristics of color is analyzed whether three primary colors including red, green, and blue were used to create images on the computer screen or whether complementary mixed colors by combining more than two primary colors as well as primarY colors were well balanced either as a background or as figures.

It's been known that aesthetic reaction to colors, both singly and in combination, has been made by people who have been engaged in art and producers of screen pictures. Only a few well-controlled scientific studies have been made. But they seem to show a surprising degree of agreement in color preference among the people around world. Shown specimen of single colors on a neutral gray background, people in general prefer bluish hues, ranging from blue-green to purple-blue. Greenish yellow is liked least. All colors are liked more when the when they are lighter (Hedgecoe,1986). Saturated colors are vivid and intense, deep, or strong. Pale and weak colors have little saturation. The saturation indicates how little the color is diluted by white in video and television screen. For instance, vivid red is fully saturated. When the red is diluted by white, the results is pink, which is really a desaturated red. So to speak, a fully saturated color has no white (Grab, 1984). Luminance indicates the amount of light intensity, which is perceived by the eye as brightness. Different colors have shade of luminance since some colors appear brighter than others.

Interactive computer graphics are the most important means of producing images (pictures) including motion pictures (animated pictures). Interactive computer graphics has the added advantage to make pictures of concrete and real objects as well as abstract and synthetic objects such as mathematical surfaces in 4D. In searching dynamics in graphics, the actual change of the shape, color, or other properties of the objects are to be viewed. Dynamic and interactive graphics offer a large number of user-controllable modes with which to encode and communicate information, e.g., the 2D or 3D shape of objects in a picture, their gray scale or color and the time variations of these properties (Steinmetz & Nahrstedt, 1995).

Criswell(1989) suggested that area shape, location, and boundaries are important in determining functional area on a screen. Nonoverlapping blocks are good shapes for functional areas because they are consistent, straight, and usually easier than other shapes for a programmers. It is generally preferable to locate characters or objects horizontal rather than vertical areas. Users are accustomed to read horizontally, and programming is often easier for horizontaal than vertical areas. Areas may be bounded with visible lines or with spacing (Criswell, 1989) . High qaulity image and paperlike fonts on computer screen will be read as faster as fonts on textbook. It had been reported that people read 25% faster from text pages than they do from computer displays(Criswell, 1989). The resolution of images on computer screen is not sharp unless high resolution graphics are used. Resolution of computer display is determined by hue, saturation and brightness of colors used for graphics. Electronic print creates different visual stimuli than does print on paper. Therefore the design of computer screen driven by a different set of circumstances differ from those which drive the content displayed on a textbook or other paper materials.

Once the objectives of CAI program is established, the entry behaviors of users must be examined to find out traits of users which enable a program to be geared to interest and cognitive level of individual learner. Differential characteristic of a CAI program is judged mainly by its feedback machanism. Hartley & Lovell (1984) urged that feedback is to be deviced in accordance with users ' individual traits. Traits that may be inferred from individual' s habits are mixed to represent each user to be unique to others. It is commonly known that feedback must be carfully deviced to such traits. However, users have same traits in terms of interest and cognitive levels. Piaget hypothesized and proved that individual learners go through cognitive developmental stages until they reach the age of fourteen. After fourteen, indivivuals go through dialectic operational stage which comes next to the formal operational stage on which individual manipulates his inner world by inferring the invisible abstraction, exploring hypothesis until clarifying a concept, and resolving uncertainty buried in theories and propositions of high dimension. On dialectic operational stage, individuals enjoy cognitive contradictions as well as conflicts between thinking levels. These contradictions and conflicts stimulates development of cognition.

Target individuals of the CAI program planned, produced, and evaluated for this study are supposed to be on a dialectic stage since they are either adolescents or young adults. They are relatively strong need for success as compared to those in other cognitive stages. Charles (1980) indicated that learners can be divided into three groups including drifter, poderer, and adventurer. Matching cognitive development stage with types of learners, those in the dialectic stage with adventurer group(Yoon, 1994) rather than any other group. Adventurers unlike the others are apt to be concerned with their inner emotions among which might be a drive for success. Consequently, it may be effective to provide opportunities for them to challenge new tasks so that their status can be accelerated. Frequent feedback given over one unit after another is presumed to be rather bothersome to adventurers. Those with higher needs for success tend to willingly face external stimuli that seem to enhence their achievement motive. On the contrary, those with lower needs for success perceive the same stimuli as aversive feature, time consuming, or gambling.

On the basis of theoretical backgrounds, a couple of instruments were developed for the study. One instrument is a questionnaire that inquires three characteristics of computer display modes of existing CD ROMs. Eight English CD titles were analized by the questionnaire (see Appendix 1). The results of investigation were summarized as follows in order to find out good and bad points of each work and the results were applied to the developing protorype named "Plus Life: Home Comfort" for the study. The other instrument developed for the study was dealt with achievement degree of users in mostly attitude change which corrresponds to affective domain and partly in changes of cognitive behavior among users. The questionnaire was composed of 19 items among which some items inquire how users changed their attitude on impotance of nonvocational behaviors (see Appendix 2). Nonvocational behaviors include arranging home environments in a comfortable way before they got engaged in vocational behaviors or hobbies during their stay in the house after work.

The prototype completed for the study was planned, scripted, and implemented onto computer. A flow chart was first drawn according to the logic created for instructional game. The program was designed in hybrid format combining drill and practice of English on repairing broken house gadgets that may often be ignored or avoided by users and instructional game on listening comprehension of daily speaking English in home environments. A total of sixty minutes may take for beginners in English listening to go over the entire program. Hawever, the users whose competency in English comprehension may finish the program in twenty minutes successfuly. Softwares used for computer implementation included authoring tool titled "Director, 5.0," and Simple Text, Photoshop as well as Illustrator. Program output was treated in such a manner that program could be used on both IBM and MacIntosh personal computers.

In implementation process, at first text was done with "Simple Text" after determining font sizes. Secondly necessary images for the program were drawn by hands on transparent papers and drawings were captured by image scanner, compressed, and edited in computer. Afterward Illustrator and Photoshop were applied to produce proper images. Annimation works were done in MMD. In MMD, interface functions were added with Lingo. Newly composed Background music "Apple-Pear's Smile" was inserted as a last step.

Fourty seven college sopormores were given the instrument 2 as a pretest and viewed the program through beam projector connected with IBM pc for over 30 minutes. And immediately after viewing was over, the same questionnaires as a post test were distributed to the viwers. Other than items on learning domains and importance of nonvocational life, such items that ask if the subjects participated in the experiment had ever study English or play games with CD ROMs. Differences in scores on Likert scaled pretest and post test were added/divided to be finally converted percentage which indicated achievement degree of viewers. The percentages obtained on each item were compared among groups including CD ROMs experienced subjects and inexperienced subjects in studying English or playing entertainment games in the past.

Results of monitoring the existing eight English CD ROMs with questionnaire 1(Appendix 1) were sumarized to be reflected on the prototype developed for the study. Summary of evaluating the CD ROMs are as follows:

All of CD ROMs which had been produced in Korea and reviewed were dealt with listening comprehension of daily living English, English grammers, or reading comprehension. Most of them were designed to teach users lower levels than application in cognitive domain, valuing in affective domain. Their contents are sequenced in liniar format following exactly what was written in the books which were supposed to be a foundation of the program. The programs reviewed were judged to have good images to be displayed on computer screen in terms of graphic colors(hue, saturation, illuminance) and combination of colors. So the aesthetic aspects of the programs were highly estimated. However size and arrangement of images and texts seemed to be relatively improper: In some design, text size was too small to be seen comfortably by the users and in others, graphic images looked awkward somewhat and too many unnecessary icons were inserted making the entire screen look confusing to users. For differential characteristics, most of the program reviewed were estimated bad, cause they didn't have any feedback or if they had included feedback, the feedback mechanism were too simple to reinforce users enthusiam or interest. And the program had barely branched with alternatives, remedial loops and wash back or wash ahead mechanisms.

Ten out of nineteen items in achievement test (Questionnaire 2) were dealt with attitude change in affective domain. Another four items ask users about cognitive learning behavior. Five items which is the rest of questions included in the evaluation instrument were related to attitude change in nonvocational life of subjects.

Among 47 subjects participated in the experiment where pretest and postest were given before and after waching the prototype "Plus Life: Home Comfort," 26 subjects whose number was over half of total subjects answered they had experienced English study with CD ROMs. the rest, 21 subjects answered that they had never experienced English Study with CD ROMs before. 36 out of 47 subjects answered that they had played computer games with CD ROMs, which indicated that among these 36 subjects, about 2/3 of them (22 subjects) had experience with Both English study and game CD ROMs before. Only 11 subjects answered they had never experienced studying English or playing games with CD ROMs.

On Question 3 which corresponds to application in cognitive domain and was asking whether subjects would be willing to talk to foreigners in English after the session was over show that 1) subjects having experienced English study with CD ROMs achieved most highly (43.3/), 2) subjects who having played games with CD ROMs lost self-confidence in their attitude (-4.9%), and 3) subjects had never experienced either English study or games with CD ROMs changed their attitude negatively after watching the program made for the study.

On the question "Does child caring seem to be interesting to me?" which corresponds to receiving in affectie domain, Ss belonging to group A pointed lower score on the Likert scale of the postest as compared to what they did on the pretest given before watching the prototype. The rest Ss checked lower score in the postest as compared to what they did in the pretest. Except the above questions (question 2 and 19), on the rest of 17 questions Ss belonging to Group A showed highest achievement, Ss belonging to group C showed lower achievement as compared to group A but their achievement degree seems to be conceivable. Ss of Group B who either played computer garnes or English study with CD ROMs held negative positions on Likert scale of postest as compared to what they did on pretest. Group D who never played computer garnes before held negative position like Group C, but still their achievement scores were not as low as those of group B (see Table 4-1).

Group A: Subjects having experienced English Study with CD ROMs.
Group B: Subiects having never experienced English Study with CD ROMs.
Group C: Subjects having experienced games.
Group D: Subjects having never experienced English Study or Games with CD ROMs.
Question 1 through 19 will be shown on questionnaire 2 (see Appendix 2)

Among the rest 17 questions, question 4, question 1, 3, 6, and 14, question 11, 12, and 15, question 6, 10, 13, and 16, question 17 and 18 correspond to receiving, response, valuing, organization, and characterization respectively m affective domain. Question 2, 7 and 8 and question 9 correspond to application and synthesis respectively in cognitive domain. Questions 1 through 13 inquired on either changes in attitude or changes in cognition about English study with CD ROMs and the rest, question 14 through 19 were dealt with attitude changes on importance of nonvocational activities in the house after w~lrk

INTERPRETATION AND DISCUSSION

The prototype "Plus Life: Home Comfort" was developed in such a way that such weaknesses of existing CD ROMs reviewed beforehand as too small caption size, too many unnecessary icons, ill arrangement of images and captions and improper color hue, saturation. and illumination were improved, so that users may feel more comfortable and consequently achieve the predelineated goal of the program. However, the results of previewing prototype with beam projector connected with IBM 586 personal computer showed that only those who either had studied English CD ROMs or had played CD ROM games gained higher score in the post test than they did on the pretest. The rest of Ss who had no experience in CD ROM English pregram or CD ROM games were supposed to have negative attitude toward the prototype presented.

Negative changes in attitude toward the prototype may be due to either great expectation of Ss toward CD ROMs because they didn't have no experience with CD ROMs and as a result they lost confidence in computer learning. These Ss may be called computer illiterati who seem to be reluctant to accessing computer, but still have a fantasy over computers. To them, CD ROMs may be bothersome or perceived to be difficult for them to get any access.

Those who had played either CD ROM English programs or games reached the predelineated goals on all the items except a few supposedly had interest as well as confidence in computer program, resulting positive attitude toward prototvpe presented.

SUMMARY AND SUGGESTIONS

The prototype developed on the basis of evaluation results of eight existing English CD ROMs and field tested were found out to be effective for only those who had previously experienced in games or studying English with CD ROMs. The CD ROMs reviewed with questionnaire 1(see Appendix 1) turned out to be improved in terms of harmonization of figures and backgrounds, color mixtures, caption sizes, etc. The prototype for the study was developed to cover all the weaknesses found in the reviewed CD ROMs. However, the program still had some limits in facilitating learning. The program should be revised according to researcher' s self-evaluation and advice from other specialists in instructional CAI program developers.

It is important to notice that among Ss who had previous experiences in CD ROM in one way or another, the prototype turned out to be effective even though the program was only viewed and not played by Ss using computer. It is assumed that users could experience dynamics and enthusiam in such a condition that they closely interact with computer. For those who do not get used to CD ROM games or studies, it is recomendble for them to have some opportunity to practice computer either playing games or studying with any CD ROMs before they get involved in newly made instructional CD ROMs.

The results of evalustion indicated that questions on cognitive domain estimated highly by Ss when the contents of prototype was sufficient than when the content included was too little. For instance, three questions on telephone dialoging, blinder repairing and shelve repairing revealed higher achievement among CD ROM experienced Ss, whereas a question which asked about electricity revealed a little lower achievement than did the former three questions among same Ss. The former three questions correspond to application level and the other to the synthesis level of cognitive learning domain.

Ss who had previous experiences in CD ROM English studying achieved relatively high in affective domain across all the strata including receiving, response, valuing, organization, and characterization. Ss who had previous experiences in CD ROM games achieved somewhat but still a lot lower than what Ss who had previous experience in CD ROM English games. These findings imply that previous experience can be a prerequisite knowledge and skills and that amount of proper content included in the program may be a great help for facilitation of learning.

In conclusion, learning about computer may be a prerequisite to learning with computers. Without sufficient learning about computer, users would not be able to reach predelineated goals of any instructional CD ROMs. Suggested from this study results is that an experimental research needs to be designed and executed extensively in order to see whether learning about computer can be important variable controlled in investigating achievement levels in a situation where CD ROMs are involved.

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12. Yoon, S . K. (1987). Effects of overlayed transparencies on skill improvement in the field of vocational training in Korea. SNPU Thesis Collection. 26.

13. ___________. (1994). Feedback mechanisms classified by type of CAI learners. SNPU Thesis Collection. 39, 227-241.

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Appendix 1. up

Questionnaire 1.

1. Title:	2. Objectives:
3. Subject:	4. Users:
5. Number of Unit:	6. Average length of a unit:
7. Production co.:	8. Production year:
9. Publication date:	10. Highest level of taxonomy in cognitive domain:
11. Highest level of taxonomy in affective domain:	12. Highest level of taxonomy in psychomotor domain:
13. Color hue:	14. Color saturation
15. Color illumination:	16. Composition of colors:
17. Shapes and Colors:	18. Division of space:
19. Number of icon:	20. Balance of main images and Icons:
21. Resolution of images:	22. Caption size:
23. Sequencing mode of Images:	24. Amount of text:
25. Animation speed:	26. Naturality of animation:
27. Noise level:	28. Tone of narrator:
29. BGM:	30. Effect:
31. Type of feedback:	32. Number of feedback:
33. Presentation frequency of feedback:	34. Number of Keys used for response:
35. Time given for response:

The above items were either open ended or Likert scaled questions in accordance with nature of inquiry.

Appendix 2. up

Questionnaire 2.

1. I prefer learning English with CD ROMs to studying booklets or cassettes in order to get high scores in TOEFL listening comprehension.
2. I will be willing to meet and talk to Americans if they show up after this session is over.
3. English will be a language that I must get used to for my future career.
4. I think that CD ROMs of English listening complehension can do a great help to me.
5. If possible, I'd like to make CD ROMs on English conversation to help others to learn English listening comprehension.
6. I believe that CD ROMs on English listening comprehension will be a good medium for Southeast Asian adolescents and young adults.
7. I can explain procedure of repairing broken sun blinder in English.
8. I can explain procedure of repairing broken book shelve in English.
9. I can explain the way to fix electric gadgets in the house when electricity is out.
10. I know for sure what's my difficulty in learning English conversation.
11. I am confident in English listening and speaking.
12. I believe in realization of Korean governmental policy "Globalization" for 21st century.
13. I'll be able to play an active role a a participant in international markets if I get employed in such a job where English will have to be spoken frequently.
14. I am reluctant to stay in the house where so many things must get fixed.
15. I hate doing my hobbies before giving my hands over to helping household works.
16. Any unpleasant surroundings must be arranged by me before I start on my homework.
17. I'll be happy to fixing broken household gadges in my house.
18. I enjoy thinking about operational procedures of home gadgets.
19. Child caring practice seems to be interesting to me.

All the above 19 items were measured with Likert scale in the following manner.

1) Absolotely No, 2) Unlikely, 3) Neutral, 4) Likely, 5) Absolutely Yes.

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