Problem-solving support and instructional sequence: impact on cognitive load and student performance

• Autores: Jamie Costley, Anna Gorbunova, Matthew Courtney, Ouhao Chen, Christopher Lange
• Localización: European Journal of Psychology of Education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 39, Nº 3, 2024, págs. 1817-1840
• Idioma: inglés
• DOI: 10.1007/s10212-023-00757-7
• Enlaces
  • Texto completo
• Resumen

  • In terms of instructional sequencing and cognitive load research, it remains unclear what effect different instructional sequences have on cognitive load and how to use problem-solving support within instructional sequences to reduce cognitive load. The current study examines how instructional sequencing and problem-solving support interact with different types of cognitive load and learner performance. University students (n = 254) were randomly assigned to one of three conditions: an explicit instruction first sequence, an unsupported problem-solving first sequence, and a supported problem-solving first sequence. Results show that intrinsic load did not differ across the three conditions, extraneous load was lowest in the explicit instruction first and supported problem-solving first conditions, germane load was highest in the supported problem-solving first condition, and performance was highest in the explicit instruction first condition. Providing insight into specific ways instructional sequencing and problem-solving support can reduce cognitive load; results suggest that either problem-solving activities need support or explicit instruction is needed before problem-solving.

• Referencias bibliográficas
  • Ashman, G., Kalyuga, S., & Sweller, J. (2020). Problem-solving or explicit instruction: Which should go first when element interactivity...
  • Borracci, G., Gauthier, E., Jennings, J., Sale, K., & Muldner, K. (2020). The effect of assistance on learning and affect in an algebra...
  • Chen, O., & Kalyuga, S. (2020). Cognitive load theory, spacing effect, and working memory resources depletion: Implications for instructional...
  • Chen, X., Mitrovic, A., & Mathews, M. (2019). Learning from worked examples, erroneous examples, and problem solving: Toward adaptive...
  • Corbett, A., Reed, S., Hoffman, B., MacLaren, B., & Wagner, A. (2010). Interleaving worked examples and cognitive tutor support for algebraic...
  • Coughlin, C. (2014). Outcomes of Engelmann’s direct instruction: Research syntheses. In J. Stockard (Ed.), The Science and success of Engelmann’s...
  • Debue, N., & van de Leemput, C. (2014). What does germane load mean? An empirical contribution to the cognitive load theory. Frontiers...
  • DeVellis, R. F. (2016). Scale development: theory and applications (4th ed.). Sage Publications. Gerjets, P., Scheiter, K., & Catrambone,...
  • Jackson, D., & Newberry, P. (2015). Critical thinking: A user’s manual. Cengage Learning.
  • Jennings, J., & Muldner, K. (2020). Assistance that fades in improves learning better than assistance that fades out. Instructional Science,...
  • Kalyuga, S., & Singh, A. M. (2016). Rethinking the boundaries of cognitive load theory in complex learning. Educational Psychology Review,...
  • Kirschner, P. A., Clark, R. E., & Sweller, J. (2006). Work: An analysis of the failure of constructivist, discovery, problem-based, experiential,...
  • Kirschner, P. A., Sweller, J., Kirschner, F., & Zambrano, J. (2018). From cognitive load theory to collaborative cognitive load theory....
  • Klepsch, M., & Seufert, T. (2020). Understanding instructional design effects by differentiated measurement of intrinsic, extraneous,...
  • Lee, H. S., Betts, S., & Anderson, J. R. (2016). Learning problem-solving rules as search through a hypothesis space. Cognitive Science,...
  • Leppink, J., Paas, F., Van der Vleuten, C. P. M., Van Gog, T., & Van Merriënboer, J. J. G. (2013). Development of an instrument for measuring...
  • Leppink, J., Paas, F., Van Gog, T., van Der Vleuten, C. P., & Van Merrienboer, J. J. (2014). Effects of pairs of problems and examples...
  • Loyens, S. M., Jones, S. H., Mikkers, J., & van Gog, T. (2015). Problem-based learning as a facilitator of conceptual change. Learning...
  • Lu, J., Kalyuga, S., & Sweller, J. (2020). Altering element interactivity and variability in example-practice sequences to enhance learning...
  • Martin, A. J., & Evans, P. (2021). Load reduction instruction policy. In K. Ann, A. Reupert, & L. Oades (Eds.), Building better schools...
  • Niu, X., Zhang, J., Xu, K. M., & Wang, X. (2021). The impact of productive failure on learning performance and cognitive load: Using hypervideo...
  • Paas, F., & Kirschner, F. (2012). The goal-free effect. In N. M. Seel (Ed.), Encyclopedia of the Sciences of learning (pp. 1375–1377)....
  • Paas, F., Tuovinen, J. E., Tabbers, H., & Van Gerven, P. W. (2003). Cognitive load measurement as a means to advance cognitive load theory....
  • R Core Team (2020). R: A language and environment for statistical computing. R Foundation for Statistical Computing, Vienna, Austria. https://www.R-project.org/
  • Renkl, A. (2014). Learning from worked examples: How to prepare students for meaningful problem solving. In V. A. Benassi, C. E. Overson,...
  • Retnowati, E., Ayres, P., & Sweller, J. (2017). Can collaborative learning improve the effectiveness of worked examples in learning mathematics?....
  • Roelle, J., Froese, L., Krebs, R., Obergassel, N., & Waldeyer, J. (2022). Sequence matters! Retrieval practice before generative learning...
  • Seufert, T. (2018). The interplay between self-regulation in learning and cognitive load. Educational Research Review, 24, 116–129. https://doi.org/10.1016/j.edurev.2018.03.004
  • Sinha, T., & Kapur, M. (2021). When problem solving followed by instruction works: Evidence for productive failure. Review of Educational...
  • Sweller, J. (2011). Cognitive load theory. In J. P. Mestre & B. H. Ross (Eds.), Psychology of learning and motivation—Advances in research...
  • Sweller, J. (2020). Cognitive load theory and educational technology. Educational Technology Research and Development, 68(1), 1–16. https://doi.org/10.1007/s11423-019-09701-3
  • Sweller, J., van Merriënboer, J. J., & Paas, F. (2019). Cognitive architecture and instructional design: 20 years later. Educational Psychology...
  • Van Gog, T., Paas, F., & Van Merriënboer, J. J. (2008). Effects of studying sequences of process-oriented and product-oriented worked...
  • Welch, B. L. (1951). On the comparison of several mean values: An alternative approach. Biometrika, 38, 330–336. https://doi.org/10.2307/2332579
  • Willse, J. T. (2018). CTT: Classical test theory functions. R package version 2.3.3. https://CRAN.R-project.org/package=CTT
  • Wittwer, J., & Renkl, A. (2010). How effective are instructional explanations in example-based learning? A meta-analytic review. Educational...
  • Wouters, P., Paas, F., & van Merriënboer, J. J. (2008). How to optimize learning from animated models: A review of guidelines based on...