Cognitive Load and Prior Knowledge

Contents:

• Why it was previously believed that experience and knowledge reduce cognitive load
• How the experiments were conducted
• What conclusions the researchers made

Why was it previously believed that experience and knowledge reduce cognitive load

In their work, the researchers rely on the theory Cognitive load theory, developed by Jonathan Sweller. This theory states that the optimal level of cognitive load should be taken into account when designing learning tasks. This means balancing the mental effort required for a learner to process information. Maintaining an adequate level of cognitive load promotes better knowledge acquisition and increases learning effectiveness.

One of the key tenets of the theory is that the same information or task requires different levels of cognitive load for novices and those with prior knowledge. Experienced learners have a lower cognitive load because they are familiar with terminology, basic concepts, and algorithms, and understand the relationships between them. In contrast, novices face the need to simplify the presentation of information, since excessive complexity can lead to overload and hinder the knowledge acquisition process. Therefore, it is important to adapt educational materials to the level of preparation of learners to ensure effective learning and improve understanding.

Learning material consists of various elements necessary for a deep understanding of the topic. Each element represents information that is processed in working memory as a whole. Within a single topic, there may be many such elements that are interconnected and processed in parallel. These include concepts, ideas, formulas, diagrams, and examples. Effective learning requires careful consideration of all these components, as they form a holistic understanding of the subject.

As the number of elements and connections that must be processed in working memory increases, the task becomes more complex, leading to an increase in the learner's cognitive load. This makes the learning process more labor-intensive and can negatively impact learning. Optimizing the structure of information and using effective teaching methods can help reduce cognitive load, promoting better understanding and memorization.

People with prior knowledge in a particular area find it easier to complete tasks because they already have related elements of information. This avoids the significant mental effort required to create new connections. As a result, the cognitive load of such people is lower compared to novices performing the same task. Deeper knowledge facilitates more effective and rapid problem-solving, making learning and work more productive.

Research on cognitive load shows that people with prior knowledge on a given topic solve tasks and problems more effectively. Having prior experience and familiarity allows them to analyze information and make decisions more quickly, significantly reducing cognitive load. This highlights the importance of prior learning and knowledge accumulation to improve productivity across a range of fields.

Authors of the German-Australian Studies have suggested that experts may struggle more with complex topics and tasks than novices. Novices, relying solely on the data provided, are not distracted by additional details. Meanwhile, experts, in addition to the initial information, draw on their prior knowledge, which can lead to unnecessarily complex analysis. As a result, experts experience a higher cognitive load than novices. This observation highlights the importance of a skill-based approach to learning and information processing.

The study's authors tested their hypothesis in two experiments involving both adults and children.

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Managing cognitive load in learning is an important aspect of an effective educational process. Cognitive load refers to the amount of information a learner can process simultaneously. To improve learning, it is necessary to optimize this process.

The first step in managing cognitive load is to understand the different types of load: Intrinsic, Extraneous, and Useful. Intrinsic load depends on the complexity of the material and the level of students, extrinsic load depends on teaching methods and the design of educational materials, and useful load is associated with the assimilation and application of new information.

To reduce extrinsic load, it is important to use clear and structured materials. These can include clear visual elements, such as diagrams and tables, which help students better absorb information. Text overload and complex wording should also be avoided.

Furthermore, it is necessary to take into account the capabilities of students and adapt the pace of learning to their needs. Regular knowledge checks and feedback will help to identify areas requiring additional attention and adjust the teaching approach.

The use of active learning methods, such as group discussions and practical tasks, helps to form a useful cognitive load, as they involve students in the process and promote a deep understanding of the material.

Finally, managing cognitive load in learning requires a careful approach to the structure of materials, taking into account the individual characteristics of students and the implementation of active learning methods. This not only facilitates the process of knowledge acquisition, but also contributes to the development of sustainable skills and competencies.

How the experiments were conducted

The first experiment investigated the impact of climate change on forested areas. For this study, two groups of participants were recruited: the first group consisted of 55 individuals with extensive forestry knowledge, while the second group included 62 individuals without specialized knowledge. This allowed for a comparative analysis of perceptions of climate change and its impacts on forest ecosystems across different levels of expertise.

The experiment was conducted online. Participants were asked to read a newspaper article about the Black Forest, located in southwestern Germany, and its adaptation to climate change. After reading, they were asked to write a response to a question about the need to increase the planting of Douglas fir, oak, and beech trees in this forest in the future.

Research shows that participants without prior knowledge of the topic tend to rely solely on the text to find an answer. In contrast, experts also consider additional factors not mentioned in the article, such as the characteristics of different tree species, their cost, and susceptibility to pests. This increases their cognitive load, as they activate additional connections between information elements, allowing them to more deeply understand and analyze the material.

All responses were processed by an expert in forestry and environmental biology. The researchers organized the information by tagging the responses with keywords and phrases. They then analyzed the frequency of these key elements in the responses. This allowed for a deeper understanding of the main trends and emphases in the data, which is important for further research in forest ecology and conservation.

Participants' knowledge level was assessed in two ways. First, they were asked statement-like questions about the topic, then they were asked to indicate how well they knew the information from the article as a percentage. To measure intrinsic cognitive load, a questionnaire was used consisting of three statements: "This question is complex," "This question contains many aspects that I need to remember at the same time," and "This question requires a lot of thought to answer." Participants were asked to rate each statement on a scale of 1 to 7. The assessment was conducted twice: once after reading the article, for six minutes, and a second time after completing a written assignment, for which they were allotted ten minutes.

The study presents the results of the first experiment. These data serve as the basis for further analysis and understanding of the processes under study. The results of the experiment may be useful for scientific research and practical application in the relevant fields.

• The level of intrinsic cognitive load among experts was indeed significantly higher than that of novices, both after reading the article and after completing the assignment. That is, even while reading the article, experts strained their thinking more than novices in the topic—apparently precisely because they related the information from the text to their own knowledge, whereas novices had nothing to relate it to.
• The level of internal load among novices increased significantly after completing the second task. Among experts, it was also higher after the second task than after reading the article, but not by such a large margin. The study's authors suggested that novices simply underestimated the complexity of the problem while reading and only realized it when completing the written task, whereas experts initially viewed the task as difficult.
• Most interestingly, experts did not offer more detailed and substantiated answers. The researchers believed that this could have two possible explanations. First, they, like novices, had little time to respond and were not asked to provide detailed explanations based on their knowledge. Secondly, they were also urged to complete the task. Although, of course, it's possible that the answers they gave were the limits of their abilities.

The second experiment involved ten-year-old schoolchildren from Australia. The teacher showed the children two videos, each just over a minute long, on the topics of exponential growth and partial calculus. After watching the videos, the students were asked to solve three short numerical answer problems on each topic. The problems were designed to be challenging but not too easy. The researchers assessed the participants' level of cognitive load in the same way as in the first experiment, adapting the questionnaire wording for a child audience.

In one class, students first watched a video and then solved problems. In the other class, the order was reversed: children first solved the problems and then watched a video with an explanation. The researchers hypothesized that students who watched the explanation first would experience a higher level of intrinsic cognitive load compared to those who began by solving the problems. However, these students would also perform better in solving the problems. This is because the former group already has a foundation for forming connections between problem elements and their knowledge, while the latter group does not. This approach to teaching can significantly increase the effectiveness of material acquisition and improve student performance.

Both studies confirmed the hypothesis that having basic knowledge of the topic does not reduce, but may actually increase, cognitive load when performing simple tasks. The authors noted that this does not contradict the general theory of cognitive load, but the mechanism they described requires further study. This also emphasizes that cognitive load theory operates with complex concepts that cannot be considered fully understood at this time. Therefore, it is important to keep up with new research in this area to gain a deeper understanding of these processes.

What conclusions did the researchers make?

The authors of the article highlight three key conclusions based on the results of the experiments.

• Subjectively assessing the level of intrinsic cognitive load may be more difficult than it seems.

Novices often underestimate the real difficulty of tasks that at first glance seem simple. At the same time, experienced specialists, having certain knowledge, can more accurately assess the difficulties associated with completing these tasks. When creating educational tasks, it is important for methodologists and teachers to take into account such aspects of subjective assessment in order to ensure that the level of difficulty matches the actual skills of students. This will allow for the creation of more effective educational materials and an improvement in the learning process.

• It is advisable to demonstrate to students the real difficulty of tasks.

In the first experiment, the researchers found that after completing the final task, the level of cognitive load in novices was increased. This is likely due to their initial underestimation of the task's difficulty. The authors of the experiment concluded that this deceptive sense of simplicity can be offset by regularly presenting novices with small challenges to solve. For example, partially worked-out examples or "productive failure" tasks can be used. This approach allows novices to more accurately assess the difficulty of tasks and devote the necessary attention to them, which, in turn, contributes to the improvement of their skills and the effectiveness of their learning.

• Those with prior knowledge also need help optimizing their cognitive load.

Methodologists and instructional designers often focus on supporting novices because they experience high cognitive load. There is a belief that more experienced users do not require such assistance and can be immediately presented with complex texts and numerous tasks. However, research shows that people with high prior knowledge also experience significant cognitive load due to their knowledge. This highlights the importance of adapting learning materials for all levels of learners to ensure effective information retention and minimize learning overload.

When developing learning materials, it's important to consider that each student may have different prior knowledge and individual levels of preparation. Research shows that it's helpful to warn students about the potential for increased learning load. It's also worth teaching them self-management techniques, such as breaking information into small chunks and gradually mastering the material. This will help improve learning efficiency and reduce the stress associated with absorbing new information.

British expert and educator Andrew Watson commented on the study's findings, proposing the following approach. First, it's necessary to determine students' knowledge levels and then ensure that this knowledge is sufficient to complete the assigned tasks. However, the key is to pause at appropriate times to assess whether their existing knowledge might hinder the task. Students may encounter problems that the task developers didn't even anticipate.