- How does Physics-STAR use step-by-step guidance and reflective prompts instead of direct answers to support deeper learning in high school physics?
- Why did complex information problems see a 100% score improvement while overall efficiency gains were more modest at 5.95%?
- How does personalized, adaptive difficulty adjustment in an LLM tutoring system align with worked-example and guidance-fading principles from cognitive load theory?
Cognitive Load
The working-memory demands that learning tasks impose.
- How can intrinsic and extraneous cognitive load be estimated from transcripts of real-world AI-assisted knowledge work?
- Why does extraneous cognitive load have a much larger negative association with task performance than intrinsic load in AI-assisted work?
- How can eye-tracking parameters be used to distinguish intrinsic, extraneous, and germane cognitive load as separate, continuous measures rather than a single total load signal?
- What experimental manipulations allow intrinsic, extraneous, and germane load to be varied independently when studying learners with low prior knowledge?
- What do continuous physiological measures of cognitive load imply for the design of instructional materials aimed at minimizing extraneous load while fostering germane load?