Learning with tree diagrams increased experienced cognitive load across intrinsic, extraneous, germane, and overall measures¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2009 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Participants in the Diagram condition reported higher extraneous load than participants in the Arithmetic, Text + Arithmetic, and Diagram + Arithmetic conditions. → Bas Kolloffel 2009

Evidence¶

Bas Kolloffel 2009¶

Bas Kolloffel, Tessa H. S. Eysink, Ton de Jong, Pascal Wilhelm. (2009). The effects of representational format on learning combinatorics from an interactive computer simulation. Instr Sci 37:503–517. https://doi.org/10.1007/s11251-008-9056-7

q3 · i? · causal · r2

Self-report cognitive load questionnaire (9-point Likert scales, six items) administered after each section in the five-condition experiment. The article reports "higher levels of extraneous load" in the Diagram condition; no effect size was printed.

"Differences between conditions with regard to extraneous load were observed as well, F(4,118) = 2.89, P\ .05. Participants in the Diagram condition experienced higher levels of extraneous load compared to participants in the Arithmetic condition ( P\ .01), the Text + Arithmetic condition ( P\ .01), and the Diagram + Arithmetic condition (P\ .01)."

Discussion¶

Learner Variables¶

• Working Memory — outcome: instruction changes it

Related Claims¶

• Adding equations to tree diagrams reduced cognitive load but did not improve learning outcomes — related
• Learners working with tree diagrams performed fewer manipulations in the simulations than learners in other conditions — related
• In inquiry learning of combinatorics, learners given a Text + Arithmetic representation outperformed learners given tree diagrams on total post-test scores — related
• Reducing extraneous load can also remove affordances for germane processes — related