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Constructivist, cognitive load, and Self-Determination Theory frameworks explain the Puzzle technique's pedagogical value

Design · All designs
Evidence · 1 claim (1 for) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description

The authors interpret their findings through three educational theories. The Puzzle technique "aligns with constructivist principles, as students actively build knowledge through collaboration and peer teaching". Dividing complex pharmacological content into smaller segments "helps to reduce cognitive load, enhancing comprehension and retention". The intervention may also engage Self-Determination Theory dimensions by "fostering a sense of autonomy, competence, and social connection", enhancing intrinsic motivation.

Design Implications

Context

Requirements

  • Content must be divisible into manageable segments to reduce cognitive load

Constraints

  • These frameworks are offered as interpretive lenses rather than directly tested mechanisms in this study

Target Learners

  • undergraduate nursing students

Learning Goals

  • comprehension and retention of complex, memorization-intensive pharmacological content

Claims

Examples

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Key Sources

  • Morén Constanza, Mariscal Emi Ruiz, Negredo Mónica, Preciado María, Martínez Gemma, Llaurado-Serra Mireia, Rosa Antonio, González Melinda, Rodríguez Natàlia, Martínez Laura. (2026). Puzzle-based pedagogic activity to address rote learning of antibiotic classes in clinical pharmacology course for undergraduate nursing students. BMC Medical Education. https://doi.org/10.1186/s12909-026-09484-1
Page metadata
Field Value
type design
id puzzle-theoretical-frameworks-constructivism-cld-sdt
title Constructivist, cognitive load, and Self-Determination Theory frameworks explain the Puzzle technique's pedagogical value
description The authors interpret their findings through three educational theories.
status review
generated by process:settle-candidates on 2026-11-04
trust unverified — no one has confirmed this page's content
sources 1 — morén-constanza-2026

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