Work

How to Help Students Make Informed Assessments of Cognitive Load: Examining the Role of Training Interventions

Year: 2024

Type: article

Abstract: ABSTRACT Measuring cognitive load and its different types is a significant challenge that is closely related to the development of cognitive load theory (CLT). Previous research has shown that students have difficulty assessing cognitive load after learning or problem‐solving. Accordingly, they may not reliably differentiate between the different types of cognitive load. Moreover, students may not consider the entire problem‐solving process in their overall cognitive load assessment. The purpose of this work was to examine two training interventions designed to assist students in making informed cognitive load assessments. Study 1 ( N = 99) included pre‐training with a theoretical introduction to CLT to improve differentiation between cognitive load types. Study 2 ( N = 80) implemented post‐training by instructing students to consider all impressions during problem‐solving for the overall load assessment. As both interventions were unsuccessful, further research is needed to assist students in assessing cognitive load in an informed manner.

Source: Applied Cognitive Psychology

DOI: 10.1002/acp.4247

Authors: Felix Krieglstein, Manuel Schmitz, Lukas Wesenberg, Günter Daniel Rey

Institutions: Chemnitz University of Technology, Leipzig University

Language: English

Topic: Visual and Cognitive Learning Processes

Subfield: Experimental and Cognitive Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $2,760