Just-in-time, schematic supportive information presentation during cognitive skill acquisition

L. Kester*, C. Lehnen, P.W.M. van Gerven, P.A. Kirschner

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review


Cognitive load theory states that well-designed learning material minimizes extraneous cognitive load and optimizes germane cognitive load within the thresholds of available cognitive resources. In this study, the extraneous cognitive load is minimized by avoiding temporal split attention with regard to supportive information (i.e., conceptual models or 'theory') and the germane cognitive load is optimized by using schematic representations of this information to direct learner's attention to concepts relevant for learning. A 2 x 2 between-groups design with the factors supportive information (before or during practice) and schematic representation (before or during practice) was used to investigate whether this balance between extraneous and germane load leads to more effective and efficient learning. It was found that the 'supportive during, schema before' format indeed yielded a higher learning efficiency than the 'supportive before, schema before' and the supportive during, schema during' format but no differences were found for learning effectiveness (i.e., test performance).
Original languageEnglish
Pages (from-to)93-112
JournalComputers in Human Behavior
Issue number1
Publication statusPublished - 1 Jan 2006


Dive into the research topics of 'Just-in-time, schematic supportive information presentation during cognitive skill acquisition'. Together they form a unique fingerprint.

Cite this