Psychological Development and Education ›› 2019, Vol. 35 ›› Issue (3): 329-337.doi: 10.16187/j.cnki.issn1001-4918.2019.03.10

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The Learning Performance and Flow Experience in Instructional Design, Based on Cognitive Load Theory

WANG Shu1, YIN Yue1, WANG Ting2, LIU Guofang3, LUO Junlong1   

  1. 1. Department of Psychology, College of Education, Shanghai Normal University, Shanghai 200234;
    2. Shanghai City Construction Engineering School, Shanghai 200433;
    3. College of Politics, National Defence University, Shanghai 200433
  • Published:2019-06-19

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Abstract: Instructional design is a teaching plan which guarantees teaching efficiency and progressing. To improve learning performance, cognitive load theory implies that there are two broads of sources that need to be considered when designing instruction:intrinsic and extraneous cognitive loads. However, less research has focused on learner's emotion or feeling during the learning process. As an optimal experience, flow could make learner immersed on learning materials, meanwhile enjoy learning activity and would like to engage in learning activity again. So the current research manipulates both intrinsic and extraneous cognitive load by the type of English vocabulary (compound word and non-compound word), the manner in which the material was presented (text only or text combined with picture) to see whether the instruction design is effective on flow experience and learning performance. The results showed that intrinsic cognitive load had a main effect both in learning performance and flow experience among all participants, while extraneous cognitive load had a main effect in learning performance and a slightly main effect in flow experience only when participants had lower expertise of English. Besides, there was an interaction between two dependent variables in learning performance in lower expertise group. The results indicated that intrinsic cognitive load had a persistent effect on flow experience and learning performance. Beyond that, whether the presenting-mode of materials is effective also depends on the amount of intrinsic cognitive load.

Key words: instructional design, cognitive load, learning performance, flow experience, levels of expertise

CLC Number: 

  • G442
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