Higher extraneous cognitive load predicted lower post-test scores after controlling for prior knowledge¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2026 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? In an OLS model adjusting for teacher-reported prior math knowledge, extraneous cognitive load was the only significant predictor of post-test (b=−.034, p=.025). → Rania Abdelghani 2026

Evidence¶

Rania Abdelghani 2026¶

Rania Abdelghani, Peter Kaiser, and Kou Murayama. (2026). Regulating the AI Tutor: Intentions, Help-Seeking, and Self-Regulated Learning in Adolescent GenAI Use. Accepted at the NextGen Learning Interfaces Workshop, AIED 2026. https://arxiv.org/abs/2606.08568 doi:10.48550/arxiv.2606.08568

q2 · i? · associational · r2

OLS regression on the classroom study's post-test scores with cognitive-load questionnaire predictors (six items, 10-point scale). The printed coefficient b=−.034, p=.025 is an unstandardised regression coefficient, so no standardised effect size is reported.

"In an OLS model adjusting for prior math knowledge (teacher-reported),extraneouscognitive load was the only significant predictor of post-test (b=−.034,p=.025)"

Discussion¶

Learner Variables¶

• Working Memory — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Cognitive Overload Degrades Learning — the general claim this finding bears on, with the studies behind it
• 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
• Revisions to visuals had no effect on post-lesson test scores, though prior knowledge predicted performance — related
• Lower-prior-knowledge learners scored higher on an algebra posttest after full-worked than completion-worked examples, while higher-prior-knowledge learners' non-significant advantage ran the other way — related
• Prior knowledge, worked-example type (full vs completion) and task difficulty show a significant three-way interaction on an algebra posttest, but not on self-reported cognitive load — related
• ADA use shows a modest non-significant tendency toward increased intrinsic and extrinsic cognitive load, contrary to prior chatbot research — related
• Students using ChatGPT 3.5 experience lower extraneous cognitive load than students using Google during a web research task — related
• SRL skills and prior knowledge predict revision performance, while SRL predicts higher and prior knowledge lower cognitive load — related