Work

Variations in Repeated Measures of Cognitive Load and Interest During Complex Learning Tasks

Year: 2026

Type: article

Abstract: Systematic analyses of repeated measures of cognitive load during realistic, complex learning tasks are still lacking. Previous findings are based on simulations and the use of a set of multiple short problem-solving tasks. For the present study, lower secondary level pupils ( N = 360) worked on three worked examples on the topic of acids in their chemistry lessons. Cognitive load (invested mental effort and perceived task difficulty), interest, and self-assessed understanding were measured at seven points during the completion of each example. The study examines differences between repeated measures of cognitive load and interest and the relationship between the variables. The results show that the values of the repeated measures differ significantly and are poorly represented by the mean value across the measurement points. In addition, the pairwise relationship between the variables (invested effort, perceived task difficulty, interest, and self-assessed understanding) is not constant at different measurement points. Further analyses also show that different intervention conditions during the learning phase and prior knowledge are additional influencing factors.

Source: Educational Psychology Review

DOI: 10.1007/s10648-025-10105-4

Authors: Katrin Schuessler, Jenna Koenen, Elke Sumfleth, Marvin Rost

Institutions: University of Duisburg-Essen, Technical University of Munich

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: $4,790