Problem-solving support and instructional sequence: impact on cognitive load and student performance
Costley J. Gorbunova A. Courtney M. Chen O. Lange C.
September 2024Springer Science and Business Media B.V.
European Journal of Psychology of Education
2024#39Issue 31817 - 1840 pp.
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.
Cognitive load , Direct instruction , Instructional sequence , Problem-solving , Worked examples
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College of Education, United Arab Emirates University, H1 Sheik Khalifa Bin Zayed St, Al Ain, United Arab Emirates
Institute of Education, National Research University Higher School of Economics, Potapovskiy Pereulok, 16/10, Moscow, 101000, Russian Federation
Graduate School of Education, Nazarbayev University, Astana City, 53 Kabanbay Batyr Ave. 010000, Kazakhstan, Kazakhstan
Department of Mathematics Education, Loughborough University, Schofield Building, Leicestershire, Loughborough, LE11 3TU, United Kingdom
Department of British and American Humanities, Dankook University, 152 Jukjeon-Ro, Jukjeon 1(Il)-Dong, Suji-Gu, Gyeonggido, Yongin, 16890, South Korea
College of Education
Institute of Education
Graduate School of Education
Department of Mathematics Education
Department of British and American Humanities
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