Effects of Cognitive Load Reduction Strategies and Prior Knowledge Levels on Comprehension of Speed Simulation, Cognitive Load, and Learning Efficiency for Fifth Grade Elementary Students

Abstract

The purpose of this study was to investigate how cognitive load

reduction strategies and learners' prior knowledge affect on

comprehension of speed simulation, cognitive load, and learning

efficiency. It was randomly sampled 77 participants among fifth grade

students of an elementary school in Seoul city, Korea. They were

divided into two groups of prior knowledge (higher and lower) by two

different treatment groups (visual worked-example simulation group,

visual-auditory worked-example simulation group). Dependent variables

were comprehension of speed simulation, cognitive load, and learning

efficiency. Results showed that visual-auditory worked-example

simulation group was more efficient on comprehension of speed

simulation than visual worked-example simulation group, regardless of

learners prior knowledge level, so that less cognitive load led to higher

level of comprehension.