Impact of cognitive load and working memory on preschoolers’ learning effectiveness

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Asia Pacific Education Review Pub Date : 2023-11-22 DOI:10.1007/s12564-023-09898-2

Yun Hyun Pack, Na Ya Choi, Bokyung Kim

{"title":"Impact of cognitive load and working memory on preschoolers’ learning effectiveness","authors":"Yun Hyun Pack, Na Ya Choi, Bokyung Kim","doi":"10.1007/s12564-023-09898-2","DOIUrl":null,"url":null,"abstract":"<p>This study investigates the impact of cognitive load and working memory on preschoolers’ learning effectiveness. A total of 184 5-year-old children in Korea participated in this study. Six types of instructional materials with different intrinsic and extraneous cognitive loads were developed. Preschoolers were randomly assigned to one of the six groups and participated in learning activities specific to their groups. Preschoolers’ learning effectiveness was assessed using a learning effectiveness scale, and their working memory capacity was measured using digit span and Corsi memory tasks. The results revealed that learning effectiveness for preschoolers was high when intrinsic cognitive load in instructional materials was low, and it was low when extraneous cognitive load was added to instructional materials. Groups with high working memory capacity showed higher learning effectiveness than those with low capacity. Furthermore, in various teaching plan conditions, learning effectiveness varied depending on children’s working memory capacity. These results guide suggestions for practical and customized teaching plans suitable for cognitive development in early childhood.</p>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"40 1","pages":""},"PeriodicalIF":2.3000,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Asia Pacific Education Review","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s12564-023-09898-2","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

This study investigates the impact of cognitive load and working memory on preschoolers’ learning effectiveness. A total of 184 5-year-old children in Korea participated in this study. Six types of instructional materials with different intrinsic and extraneous cognitive loads were developed. Preschoolers were randomly assigned to one of the six groups and participated in learning activities specific to their groups. Preschoolers’ learning effectiveness was assessed using a learning effectiveness scale, and their working memory capacity was measured using digit span and Corsi memory tasks. The results revealed that learning effectiveness for preschoolers was high when intrinsic cognitive load in instructional materials was low, and it was low when extraneous cognitive load was added to instructional materials. Groups with high working memory capacity showed higher learning effectiveness than those with low capacity. Furthermore, in various teaching plan conditions, learning effectiveness varied depending on children’s working memory capacity. These results guide suggestions for practical and customized teaching plans suitable for cognitive development in early childhood.

Abstract Image

查看原文本刊更多论文

认知负荷和工作记忆对学龄前儿童学习效能的影响

本研究旨在探讨认知负荷和工作记忆对学龄前儿童学习效能的影响。韩国共有184名5岁儿童参与了这项研究。本研究开发了六种具有不同内在和外在认知负荷的教材。学龄前儿童被随机分配到六组中的一组，并参加他们小组特有的学习活动。采用学习效能量表评估幼儿的学习效能，采用数字广度和Corsi记忆任务测量幼儿的工作记忆容量。结果表明，当教材内禀认知负荷较低时，幼儿的学习效果较高;当教材外禀认知负荷增加时，幼儿的学习效果较低。高工作记忆容量组的学习效率高于低工作记忆容量组。此外，在不同的教学计划条件下，学习效果随儿童工作记忆容量的不同而不同。这些结果为适合幼儿认知发展的实用和个性化教学方案提供了指导意见。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Asia Pacific Education Review EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.20

自引率

4.30%

发文量

期刊介绍： The Asia Pacific Education Review (APER) aims to stimulate research, encourage academic exchange, and enhance the professional development of scholars and other researchers who are interested in educational and cultural issues in the Asia Pacific region. APER covers all areas of educational research, with a focus on cross-cultural, comparative and other studies with a broad Asia-Pacific context. APER is a peer reviewed journal produced by the Education Research Institute at Seoul National University. It was founded by the Institute of Asia Pacific Education Development, Seoul National University in 2000, which is owned and operated by Education Research Institute at Seoul National University since 2003. APER requires all submitted manuscripts to follow the seventh edition of the Publication Manual of the American Psychological Association (APA; http://www.apastyle.org/index.aspx).