Direct instruction, worked examples and problem solving: The impact of instructional strategies on cognitive load

ABSTRACT

Research often examines cognitive load as it relates to direct instruction, worked examples and problem-solving combined as an integrated whole. The present study examines these strategies in isolation to see their effect on cognitive load. Using learning materials covering the basics of critical thinking to undergraduate law students (n = 160) at a Russian university, the current study isolated direct ‘example-free’ instruction, worked examples with no instructional explanations and problem-solving free from any form of instruction to examine their effects on cognitive load. Results show that students’ levels of cognitive load differ by condition. Clearly separating instructional strategies in this manner allows for the examination of how learners process information at a particular phase of instruction, and ultimately a more precise and accurate explanation of how specific instructional strategies contribute to cognitive load.

KEYWORDS:

• Cognitive load
• direct instruction
• instructional strategies
• problem solving
• worked examples

Disclosure statement

No potential conflict of interest was reported by the author(s).

Correction Statement

This article has been corrected with minor changes. These changes do not impact the academic content of the article.

Additional information

Funding

The present research was supported by the research fund of Dankook University in 2022. This work/article is an output of a research project implemented as part of the Basic Research Program at the National Research University Higher School of Economics (HSE University).

Notes on contributors

Christopher Lange

Christopher Lange has published papers on informal group work, e-learning instructional design, and the effects of learning strategies within online environments. His current research is focused on the effects of instructional sequencing on cognitive load. Additionally, he is interested in investigating ways of improving online instruction, design, and delivery.

Anna Gorbunova

Anna Gorbunova is a PhD student at the Institute of Education, National Research University Higher School of Economics. Her research interests include understanding and exploring ways of improving online learning experience and performance through the implications of cognitive load theory.

Irina Shcheglova

Irina Shcheglova is a Research Fellow at the Center for Sociology of Higher Education, National Research University Higher School of Economics. Her research interests focus on the development of students’ learning outcomes, student experience, cross-cultural studies.

Jamie Costley

Jamie Costley is an assistant professor in the College of Education at United Arab Emirates University in Al Ain. He is interested in a variety of topics related to how to improve learning in online environments, specifically in the areas of collaborative learning, cognitive load, and instructional design.