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STEM Workshop Learning: Content Load Effects on Cognitive, Interaction, and Emotional Outcomes

Year: 2025

Type: article

Abstract: This study, guided by cognitive load theory, examined the impact of varying instructional content levels in STEM workshops on 92 students’ learning, social interactions, and emotions. Participants were assigned to control, moderately reduced, or highly reduced content groups. While positive emotions were high across all groups, the moderately-reduced-content group demonstrated significantly better knowledge recall and understanding in post-tests. This group also had the fewest interactions with educators. The findings indicate that reducing cognitive load by moderately decreasing content can enhance recall and retention in workshop settings, suggesting that less content can lead to more effective learning.

Source: The Journal of Experimental Education

DOI: 10.1080/00220973.2025.2513254

Authors: Marcin Gierczyk, Maciej Karwowski, Fred Paas, Robert H. Tai

Institutions: University of Silesia in Katowice, University of Wrocław, Erasmus University Rotterdam, Australian Catholic 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

OpenAlex ID: W4411421198

FWCI: 4.218

Cites: 79

Cited by: 7

Related to: 10