Work

Planning under load: How element interactivity shapes cognitive demands in preservice teachers’ lesson planning

Year: 2026

Type: article

Abstract: • Cognitive load rises with increased element interactivity in lesson planning tasks. • Intrinsic load increases, extraneous load remains stable across complexity levels. • Planning experience does not reduce intrinsic cognitive load in student teachers. • Findings support Cognitive Load Theory in the context of teacher lesson planning. • Results inform instructional design for early teacher education.

Source: Teaching and Teacher Education

DOI: 10.1016/j.tate.2026.105600

Authors: Daniel Scholl, Simon Küth

Institution: University of Duisburg-Essen

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: $3,380