Prior knowledge and worked-example type (full vs completion) interact significantly on self-reported germane cognitive load, but not on intrinsic or extraneous load¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2020 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q3 i? A significant prior knowledge by worked-example interaction was found on germane cognitive load (F1, 107 = 4.72, p < .05, ŋ2 = .04). → Gupta 2020 q3 i? No significant prior knowledge by worked-example differences were observed on intrinsic or extraneous cognitive load. → Gupta 2020 (2)

Evidence¶

Gupta 2020¶

Gupta, U., & Zheng, R. Z. (2020). Cognitive Load in Solving Mathematics Problems: Validating the Role of Motivation and the Interaction Among Prior Knowledge, Worked Examples, and Task Difficulty. European Journal of STEM Education, 5(1), 05. https://doi.org/10.20897/ejsteme/9252

q3 · i? · only an eta squared (.04, not labelled as partial) for the interaction is printed; no standardised mean difference · causal · r2

In a 2 x 2 x 2 factorial design with college students solving simultaneous equations (worked-example type and task difficulty randomly assigned; prior knowledge measured and categorised, not manipulated), with cognitive load measured by Leppink et al.'s self-report CLM, "a significant interaction by germane cognitive load (F1, 107 = 4.72, p < .05, ŋ2 = .04) was found between prior knowledge and worked example".

"However, a significant interaction by germane cognitive load (F1, 107 = 4.72, p < .05, ŋ2 = .04) was found between prior knowledge and worked example, suggesting germane cognitive load may serve as a valid indicator for the cognitive process of high - and low-prior knowledge learners when studying with worked examples."

Gupta 2020 (2)¶

Gupta, U., & Zheng, R. Z. (2020). Cognitive Load in Solving Mathematics Problems: Validating the Role of Motivation and the Interaction Among Prior Knowledge, Worked Examples, and Task Difficulty. European Journal of STEM Education, 5(1), 05. https://doi.org/10.20897/ejsteme/9252

q3 · i? · causal · r2

Same experiment and CLM measure: "No significant differences were observed between prior knowledge and worked example as measured by intrinsic or extraneous cognitive load". No statistics are printed for these null tests.

"No significant differences were observed between prior knowledge and worked example as measured by intrinsic or extraneous cognitive load."

Discussion¶

Learner Variables¶

• Prior Knowledge — moderator: an instructional effect differs with it

Related Claims¶

• Instructional guidance that helps novices can become redundant or counterproductive as expertise grows. — the general claim this finding bears on, with the studies behind it
• Worked Examples Expertise Reversal
• Self-reported germane cognitive load correlates positively with interest (QCM) among college students solving algebra problems — 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
• No significant interaction between prior knowledge and task difficulty was observed in a worked-example algebra study — 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
• Germane cognitive load is reformulated as redistributing working memory resources from extraneous to intrinsic processing rather than adding to total load — related
• Prior physics knowledge moderated the correlation between feeling of learning and actual test performance (positive interaction, P < 0.05) — related
• In its traditional treatment, germane cognitive load is essentially indistinguishable from intrinsic load and may be a redundant concept — reports the opposite
• 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
• Self-reported intrinsic and germane cognitive load correlate positively among college students solving algebra problems — related
• The worked example effect is explained by reduced element interactivity relative to problem solving, and reverses with expertise — related
• Extraneous, essential, and generative processing are tapped by different assessment instruments, partially validating the triarchic theory — related
• The intrinsic–extraneous–germane distinction is conceptually problematic: definitions are tautological and expertise-dependent — related