Rethinking pre-training: cognitive load implications for learners with varying prior knowledge.

ABSTRACT: This study examines how prior knowledge and pre-training relate to cognitive load during problem-solving. Grounded in cognitive load theory, it investigates whether pre-training facilitates learning by reducing cognitive load or imposes redundant information for learners with higher prior knowledge. In an experiment with 136 university students, pre-training was implemented through concept maps and a glossary introducing essential terms and procedures before problem-solving. Results revealed that learners with higher prior knowledge experienced lower intrinsic and extraneous load and higher germane load during problem-solving compared to learners with lower prior knowledge, suggesting enhanced schema refinement rather than redundancy. Pre-training consistently reduced extraneous load acros

SUBMITTER: Gorbunova A 

PROVIDER: S-EPMC12367772 | biostudies-literature | 2025

REPOSITORIES: biostudies-literature