Based on Balanced Cognitive Load: The Impact of Students’ Self-Regulated Learning Competence on Information Display of Digital Teaching Interfaces

DOI: https://doi.org/10.62517/jhet.202615304

Author(s)

Peng Han*

Affiliation(s)

Xiamen Huaxia University, Xiamen, Fujian, China *Corresponding Author

Abstract

From the perspective of balanced cognitive load, this study investigates how linear and networked digital teaching interfaces, together with undergraduates’ self-regulated learning (SRL) competence, affect their learning outcomes and cognitive load composition. A mixed experimental design of linear, networked (interface type)×continuous variable (self-regulated ability) was used. 148 art-design undergraduate students were recruited as subjects. Data were collected via self-regulated learning questionnaires, three-dimensional cognitive load scales and learning outcome tests. The experiment shows a significant interaction effect between teaching interface type and self-regulated ability on learning outcomes. High-self-regulated learners have better learning outcomes in networked interfaces than in linear ones, while low-self-regulated learners show no significant difference. Subsequent analyses demonstrate that learners with high SRL capacity present lower extraneous cognitive load and higher germane cognitive load in networked interfaces, thereby accomplishing the redistribution of cognitive resources; this mechanism is mediated by learning strategies such as structural construction and inhibitory control. The study indicates that the positive effect of self-regulated ability depends on teaching interface adaptability. High-self-regulated learners can achieve "balanced cognitive load" through networked interfaces, while low-self-regulated learners are more suitable for linear interfaces.

Keywords

Digital Teaching Interface; Self-Regulated Learning Ability; Cognitive Load; Linear Instructional Interface; Network Instructional Interface

References

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