Task difficulty (easy vs difficult simultaneous-equation problems) has significant main effects on intrinsic and extraneous cognitive load, but not on germane load¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i1 small
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 The main effect of task difficulty was significant (Wilks' Lambda = .86, p < .05, ŋ2 = .14) on intrinsic (ŋ2 = .07) and extraneous cognitive load (ŋ2 = .09). → Gupta 2020 q3 i? No significant difference between difficult and easy tasks was found for germane cognitive load (F = .204). → 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 · i1 · causal · r2

In a 2 x 2 x 2 factorial experiment with college students solving simultaneous equations, task difficulty was defined by solution steps; "The analysis on the main effect of task difficulty was significant (Wilks’ Lambda λ = .86, p < .05, ŋ2 = .14)" for intrinsic (F1, 107 = 8.60, ŋ2 = .07) and extraneous load (F1, 107 = 9.92, ŋ2 = .09).

"The analysis on the main effect of task difficulty was significant (Wilks’ Lambda λ = .86, p < .05, ŋ2 = .14) as measured by intrinsic (F1, 107 = 8.60, p < .01, ŋ2 = .07) and extraneous cognitive load (F1, 107 = 9.92, p < .01, ŋ2 = .09)"

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, task-difficulty contrast on the CLM germane subscale: "no significance was found for germane cognitive load ( F = .204, p < .653)". The authors suggest load from difficulty "may render germane cognitive load unavailable for learning".

"but no significance was found for germane cognitive load ( F = .204, p < .653). The results indicate high intrinsic or extraneous cognitive load due to task difficulty may render germane cognitive load unavailable for learning."

Discussion¶

Related Claims¶

• Recall from bar graphs is more accurate when the recall format matches the studied graph format, a small effect that the content's thematic emphasis can override
• Self-reported germane cognitive load correlates positively with interest (QCM) among college students solving algebra problems — related
• Goal setting improves performance — 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
• There are two types of germane load: one that increases with an increase in intrinsic load and one that increases as intrinsic load decreases — related
• Type 1 one-step equations (1 operational, 2 relational lines) are argued to be easier to learn than Type 2 (2 operational, 3 relational lines) due to lower cognitive load — related
• Organization and task analysis were the most difficult problems in New York state writing competency testing — related
• Task difficulty increases hesitations, with significantly more hesitations on Medium and Hard tasks than Easy tasks — related
• Germane cognitive load is reformulated as redistributing working memory resources from extraneous to intrinsic processing rather than adding to total load — related
• Self-reported intrinsic and germane cognitive load correlate positively among college students solving algebra problems — related
• Task difficulty increases error counts, with significantly more errors on Medium and Hard tasks than Easy tasks — related
• Task complexity and task difficulty are distinct concepts — related
• Variations in material design are reflected in the extraneous cognitive load scale: worked examples and integrated formats lower ECL — related
• Nasty task environments increased negative affect and improved complex problem solving performance relative to nice environments — related
• Specific, difficult goals lead to higher performance than easy or vague \"do your best\" goals. — related
• Self-explanation prompts increase intrinsic and extraneous cognitive load but not germane load in instructional video learning — related
• Self-reported intrinsic cognitive load correlates positively with anxiety and challenge and negatively with probability of success in an algebra task — related
• In a preregistered within-subjects experiment (N = 131, eight measurements), the translated scale showed criterion validity via sensitivity to task complexity, extraneous load, and motivation — related
• Recording angle alone does not affect self-reported cognitive load during video observation or task execution — related
• Intrinsic cognitive load during the scenario negatively predicted problem-solving performance (ANCOVA, p = .01) — related
• PS-DI learners reported higher intrinsic in-scenario cognitive load during problem solving (d = .53) — a narrower finding that bears on this claim