Sequence of worked examples and problems had no significant effect on self-reported cognitive load, but higher prior knowledge was associated with lower load in experimental design¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In experimental design, an ANCOVA on cognitive load ratings found no significant effect of condition and no condition × pre-test interaction. → Eman Ganaiem 2025 q3 i? In graphing, cognitive load ratings also did not differ by condition. → Eman Ganaiem 2025 (2)

Evidence¶

Eman Ganaiem 2025¶

Eman Ganaiem, Ido Roll. (2025). Investigating the order of example-problem sequences when learning experimental design and graphing competencies. Instructional Science. https://doi.org/10.1007/s11251-025-09750-7

q3 · i? · causal · r2

Of 113 experimental design participants, 94 had complete Paas 9-point mental-effort ratings; ANCOVA found no condition effect (p = 0.175), contradicting the hypothesis that PS-first raises load.

"A one-way ANCOV A, controlling for pre-test, shows no significant effect for condition: F (2, 93) = 1.776, P = 0.175 and no significant condition-pre-test interaction: F (2, 93) = 0.378, P = 0.686."

Eman Ganaiem 2025 (2)¶

Eman Ganaiem, Ido Roll. (2025). Investigating the order of example-problem sequences when learning experimental design and graphing competencies. Instructional Science. https://doi.org/10.1007/s11251-025-09750-7

q3 · i? · causal · r2

Of 120 graphing participants, 108 had complete cognitive load measures; ANCOVA found no significant condition effect (p = 0.607).

"A one-way ANCOV A, controlling for pre-test, found no significant effect for condition: F (2, 102) = 0.501, P = 0.607."

Discussion¶

Learner Variables¶

• Algebraic Thinking — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Student attributes showed no main effects on outcomes except interest in science in graphing, and did not interact with sequence — related
• High- and low-prior-knowledge learners differ significantly on an algebra posttest and on intrinsic and germane cognitive load, but not on extraneous load — related
• Example-first conditions outperformed problem-first conditions on an immediate circuit test — related
• SRL skills and prior knowledge predict revision performance, while SRL predicts higher and prior knowledge lower cognitive load — related
• Order of worked examples and problem solving had no significant effect on application and transfer scores in experimental design or graphing — related
• Cognitive load when studying depended on instructional method (highest in the worked-out examples condition), but no prior knowledge or test-phase effects emerged — related