How sequencing and fading affects the relationship between intrinsic and germane cognitive loads

Christopher Lange, Jamie Costley

Research output: Contribution to journalArticlepeer-review

6 Citations (Scopus)

Abstract

Scaffolding techniques, such as sequencing and fading, used in online video lectures may help mitigate the negative relationship between complex contents represented by intrinsic load and content understanding represented by germane load. This study analyzed survey responses from university students (n = 2365) who participated in online classes in South Korea, and looked at the relationships between sequencing and fading and germane load, intrinsic load and germane load, and the moderating effect of sequencing and fading on the relationship between intrinsic load and germane load. Results showed a positive relationship between sequencing and fading and germane load and a negative relationship between intrinsic load and germane load. Furthermore, sequencing and fading moderated the negative relationship between intrinsic load and germane load. This article examines conflicting evidence on the topic and provides explanations as to why sequencing and fading reduces the negative impact of complex contents found in the current study.

Original languageEnglish
Pages (from-to)243-261
Number of pages19
JournalDistance Education
Volume40
Issue number2
DOIs
Publication statusPublished - Apr 3 2019
Externally publishedYes

Keywords

  • Cognitive load
  • e-learning
  • fading
  • Korea
  • scaffolding
  • sequencing

ASJC Scopus subject areas

  • Education

Fingerprint

Dive into the research topics of 'How sequencing and fading affects the relationship between intrinsic and germane cognitive loads'. Together they form a unique fingerprint.

Cite this