How sequencing and fading affects the relationship between intrinsic and germane cognitive loads

ABSTRACT

Scaffolding techniques, such as sequencing and fading, used in online video lectures may help mitigate the negative relationship between complex contents represented by intrinsic load and content understanding represented by germane load. This study analyzed survey responses from university students (n = 2365) who participated in online classes in South Korea, and looked at the relationships between sequencing and fading and germane load, intrinsic load and germane load, and the moderating effect of sequencing and fading on the relationship between intrinsic load and germane load. Results showed a positive relationship between sequencing and fading and germane load and a negative relationship between intrinsic load and germane load. Furthermore, sequencing and fading moderated the negative relationship between intrinsic load and germane load. This article examines conflicting evidence on the topic and provides explanations as to why sequencing and fading reduces the negative impact of complex contents found in the current study.

KEYWORDS:

• Cognitive load
• e-learning
• fading
• Korea
• scaffolding
• sequencing

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Christopher Lange

Christopher Lange is a visiting professor in the Department of British and American Humanities at Dankook University in South Korea. His publications focus on group work, instructional design, cognitive load, and motivation within online environments. He earned a PhD in education from Kongju National University in South Korea in 2017.

Jamie Costley

Jamie Costley is a researcher in the Department for Management of Science and Technology Development, Ton Duc Thang University. He is interested in the effects of collaborative learning on cognitive load and student development in online environments.