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¶

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

Subclaims¶

q3 i? A significant three-way interaction of prior knowledge, worked-example type and task difficulty was found on the simultaneous-equation posttest (F1, 107 = 4.61, p < .05, ŋ2 = .04), while no significant three-way interaction was detected for types of cognitive load. → Gupta 2020

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), the ANOVA found "a significant three-way between-subjects effects by posttest (F1, 107 = 4.61, p < .05, ŋ2 = .04)", and "no significant three-way interaction for types of cognitive load was detected".

"There was a significant three-way between-subjects effects by posttest (F1, 107 = 4.61, p < .05, ŋ2 = .04) (Figure 2), but no significant three-way interaction for types of cognitive load was detected."

Discussion¶

Related Claims¶

• Worked Examples Expertise Reversal
• Expertise Reversal Effect
• 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
• 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
• No significant interaction between prior knowledge and task difficulty was observed in a worked-example algebra study — related
• Prior knowledge and worked-example type (full vs completion) interact significantly on self-reported germane cognitive load, but not on intrinsic or extraneous load — related
• Task difficulty (easy vs difficult simultaneous-equation problems) has significant main effects on intrinsic and extraneous cognitive load, but not on germane load — related
• Algebra ability level differences appear on both criteria with no treatment-by-ability interaction — related
• Higher extraneous cognitive load predicted lower post-test scores after controlling for prior knowledge — related
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• Coping versus mastery model benefits depend on task difficulty and observers' prior success — related
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• Giftedness interacts significantly with instruction type on the learning and recall outcomes in the 2×2×2 study — related
• The worked example effect is explained by reduced element interactivity relative to problem solving, and reverses with expertise — related
• Cognitive load did not clearly increase during group work under high coercion; a three-way interaction of session time, cognitive load and coercion emerged, with a marginal main effect of coercion — related
• Instructional method and prior knowledge interact on conceptual understanding of statistics (expertise reversal effect) — related