The Influence of Cognitive Loading on Schema Construction and Automation and Approaches to Learning in Students Studying Construction

摘要

Cognitive loading is important to learning because effective learning cannot happen if the memory capacity of students is overloaded. Effective learning consists in creating and automating schemata. To achieve learning, students adopt different approaches to learning. Based on the cognitive load theory, it cannot be expected that schema construction and automation will happen if the memory limits of students are exceeded notwithstanding what approach to learning students adopt. Several empirical studies have reported the relationship between cognitive loading and learning and between approaches to learning and academic achievement. However, no attention has been given to the relationship between cognitive loading and approaches to learning. Therefore, this study sought to investigate this relationship using factor, correlation and regression analyses. The study further investigated the relationship between cognitive loading and learning by conceptualizing learning as schema construction and also the relationship between schema construction and approaches to learning. The findings show that cognitive loading is influenced by learning approach. The results also corroborate other findings on the relationship between cognitive loading and learning and between approaches to learning and effective learning.