Adding equations to tree diagrams reduced cognitive load but did not improve learning outcomes¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2009 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? The Diagram + Arithmetic condition showed a significant reduction of intrinsic, extraneous, and germane cognitive load relative to Diagram alone, without better learning outcomes. → Bas Kolloffel 2009
Evidence¶
Bas Kolloffel 2009¶
Bas Kolloffel, Tessa H. S. Eysink, Ton de Jong, Pascal Wilhelm. (2009). The effects of representational format on learning combinatorics from an interactive computer simulation. Instr Sci 37:503–517. https://doi.org/10.1007/s11251-008-9056-7
q3 · i? · causal · r2
Summary of ANOVA results from the five-condition experiment; the quote reports "a significant reduction of intrinsic, extraneous, and germane cognitive load" for Diagram + Arithmetic with no learning gain. No effect size was printed.
"It was also found that the addition of equations to the tree diagrams (Diagram + Arithmetic condition) led to a significant reduction of intrinsic, extraneous, and germane cognitive load, but not to better learning outcomes."
Discussion¶
Learner Variables¶
- Working Memory — outcome: instruction changes it
Related Claims¶
- Learning with tree diagrams increased experienced cognitive load across intrinsic, extraneous, germane, and overall measures — related
- Germane cognitive load is reformulated as redistributing working memory resources from extraneous to intrinsic processing rather than adding to total load — related
- Cognitive Load Reduction Improves Learning — related
- Reducing extraneous load can also remove affordances for germane processes — related
- Learners working with tree diagrams performed fewer manipulations in the simulations than learners in other conditions — related
- In inquiry learning of combinatorics, learners given a Text + Arithmetic representation outperformed learners given tree diagrams on total post-test scores — related
- Reducing extraneous cognitive load is not a significant moderator of drawing support effects on comprehension — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
adding-equations-to-diagrams-reduced-load-not-outcomes |
title |
Adding equations to tree diagrams reduced cognitive load but did not improve learning outcomes |
description |
Adding equations to tree diagrams reduced cognitive load but did not improve learning outcomes |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2009 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — bas-kolloffel-2009 |
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