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

journal contribution
posted on 2023-11-03, 16:31 authored by Jamie Costley, Anna Gorbunova, Matthew Courtney, Ouhao Chen, Christopher Lange

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.

Funding

Dankook University

History

School

  • Science

Department

  • Mathematics Education Centre

Published in

European Journal of Psychology of Education

Publisher

Springer

Version

  • AM (Accepted Manuscript)

Rights holder

© Instituto Universitário de Ciências Psicológicas, Sociais e da Vida

Publisher statement

This version of the article has been accepted for publication, after peer review (when applicable) and is subject to Springer Nature’s AM terms of use, but is not the Version of Record and does not reflect post-acceptance improvements, or any corrections. The Version of Record is available online at: https://doi.org/10.1007/s10212-023-00757-7

Acceptance date

2023-10-13

Publication date

2023-11-03

Copyright date

2023

ISSN

0256-2928

eISSN

1878-5174

Language

  • en

Depositor

Dr Ouhao Chen. Deposit date: 3 November 2023

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