Empirical investigation of cognitive load theory in problem solving domain

Abstract

The cognitive load theory has been mainly investigated in declarative knowledge learning, typically learning with hyper-media material. In this study, the preceding findings are examined in problem solving domain with a different type of experimental task such as Reversi game. The experimental results were consistent with preceding studies, showing that extraneous cognitive load is harmful to the learning process, but the effects of intrinsic load are subject to debate. Additionally, the participants correctly evaluated each cognitive load, using a questionnaire. In addition, it was confirmed that the subjective evaluation predicted learning outcomes.