Do Interactive Learning Environments Have an Effect on Learning Outcomes, Cognitive Load and Metacognitive Judgments?
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Interactive learning is superior to conventional/lecture methods in improving cognitive learning outcomes.
“This research reinforces the theory that interactive learning is superior to conventional/lecture methods in improving cognitive learning outcomes (Blyznyuk & Kachak, 2024;Tugtekin & Odabasi, 2022).”
From Show and Tell Learning Method Based on the Discovery Learning Model: Creativity and Learning Outcomes at Primary School (2025) · cites this paper as Tugtekin & Odabasi, 2022
Cites
Baddeley, A. D., & Hitch, G. (1974) · Psychology of Learning and Motivation · doi:10.1016/s0079-7421(08)60452-1 · Cited by 9,860 · see citing works
Cognitive Load Theory and the Format of Instruction
Chandler, P., & Sweller, J. (1991) · Cognition and Instruction · doi:10.1207/s1532690xci0804_2 · Cited by 2,894 · see citing works
Cognitive Architecture and Instructional Design: 20 Years Later
Sweller, J., van Merriënboer, J. J. G., & Paas, F. (2019) · Educational Psychology Review · doi:10.1007/s10648-019-09465-5 · Cited by 2,337 · cited 1× · see citing works
“There are three different types (i.e., intrinsic, extraneous, and germane) of cognitive load (Paas et al., 2003a,b; Sweller et al., 2019).”
BackgroundPaas, F. G. W. C. (1992) · Journal of Educational Psychology · doi:10.1037/0022-0663.84.4.429 · Cited by 2,150 · see citing works
Cognitive Theory of Multimedia Learning
Mayer, R. E. (2014) · The Cambridge Handbook of Multimedia Learning · doi:10.1017/cbo9781139547369.005 · Cited by 1,976 · see citing works
Handbook of Metacognition in Education
Hacker, D. J., Dunlosky, J., & Graesser, A. C. (2009) · doi:10.4324/9780203876428 · Cited by 1,509 · see citing works
Instructional control of cognitive load in the training of complex cognitive tasks
Paas, F. G. W. C., & Van Merriënboer, J. J. G. (1994) · Educational Psychology Review · doi:10.1007/bf02213420 · Cited by 968 · see citing works
THE SPLIT‐ATTENTION EFFECT AS A FACTOR IN THE DESIGN OF INSTRUCTION
CHANDLER, P., & SWELLER, J. (1992) · British Journal of Educational Psychology · doi:10.1111/j.2044-8279.1992.tb01017.x · Cited by 767 · see citing works
Blueprints for complex learning: The 4C/ID-model
van Merriënboer, J. J. G., Clark, R. E., & de Croock, M. B. M. (2002) · Educational Technology Research and Development · doi:10.1007/bf02504993 · Cited by 708 · see citing works
Meta-analysis of the modality effect
Ginns, P. (2005) · Learning and Instruction · doi:10.1016/j.learninstruc.2005.07.001 · Cited by 547 · see citing works
Moreno, R., & Mayer, R. E. (2000) · Journal of Educational Psychology · doi:10.1037/0022-0663.92.1.117 · Cited by 530 · cited 1× · see citing works
“These findings support the assumptions that if the content presented is suitable for spatial contiguity and is coherent, then it offers an advantage for the learners in organizing their cognitive abilities that require higher cognitive skills (Harp & Mayer, 1997, 1998; Moreno & Mayer, 2000).”
BackgroundMeta-analysis of the impact of Augmented Reality on students’ learning gains
Garzón, J., & Acevedo, J. (2019) · Educational Research Review · doi:10.1016/j.edurev.2019.04.001 · Cited by 491 · cited 1× · see citing works
“In interactive learning environments, the average d value = .68 was found by Garzón and Acevedo (2019).”
MethodSignaling as a cognitive guide in multimedia learning.
Mautone, P. D., & Mayer, R. E. (2001) · Journal of Educational Psychology · doi:10.1037/0022-0663.93.2.377 · Cited by 444 · cited 1× · see citing works
“This finding may support the assumptions of the CTML (e.g., Harp & Mayer, 1998; Mautone & Mayer, 2001; Stull & Mayer, 2007).”
ResultCierniak, G., Scheiter, K., & Gerjets, P. (2009) · Computers in Human Behavior · doi:10.1016/j.chb.2008.12.020 · Cited by 412 · see citing works
Metacognitive Judgments and Control of Study
Metcalfe, J. (2009) · Current Directions in Psychological Science · doi:10.1111/j.1467-8721.2009.01628.x · Cited by 374 · see citing works
Stull, A. T., & Mayer, R. E. (2007) · Journal of Educational Psychology · doi:10.1037/0022-0663.99.4.808 · Cited by 295 · cited 2× · see citing works
“This finding may support the assumptions of the CTML (e.g., Harp & Mayer, 1998; Mautone & Mayer, 2001; Stull & Mayer, 2007).”
ResultCognitive Load and Working Memory in Multimedia Learning: Conceptual and Measurement Issues
Anmarkrud, Ø., Andresen, A., & Bråten, I. (2019) · Educational Psychologist · doi:10.1080/00461520.2018.1554484 · Cited by 188 · cited 2× · see citing works
“According to Anmarkrud et al. (2019), objective cognitive load measurement techniques include various meth-ods such as physiological and dual-task methodology.”
BackgroundMethodDistinct transfer effects of training different facets of working memory capacity.
von Bastian, C. C., & Oberauer, K. (2013) · Journal of Memory and Language · doi:10.1016/j.jml.2013.02.002 · Cited by 139 · see citing works
Örün, Ö., & Akbulut, Y. (2019) · Computers in Human Behavior · doi:10.1016/j.chb.2018.11.027 · Cited by 87 · see citing works
Eitel, A., Kühl, T., Scheiter, K., & Gerjets, P. (2014) · Applied Cognitive Psychology · doi:10.1002/acp.3004 · Cited by 85 · see citing works
The effects of different levels of disfluency on learning outcomes and cognitive load
Seufert, T., Wagner, F., & Westphal, J. (2017) · Instructional Science · doi:10.1007/s11251-016-9387-8 · Cited by 56 · see citing works
Effects of multitasking on retention and topic interest
Dindar, M., & Akbulut, Y. (2016) · Learning and Instruction · doi:10.1016/j.learninstruc.2015.10.005 · Cited by 55 · see citing works
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Nur, Z., Mulyadi, M., & Nurdiansyah, E. (2025) · ETDC: Indonesian Journal of Research and Educational Review · doi:10.51574/ijrer.v5i1.4350 · Cited by 2 · see citing works
- Authors
- Tugtekin, U., & Odabasi, H. F.
- Venue
- Education and Information Technologies
- Published
- 2022-02-01
- Volume
- 27
- Issue
- 5
- Pages
- 7019-7058
- ISSN
- 1360-2357 (ISSN-L)
- 1573-7608
- OpenAlex
- W4210795595
- Cited by
- 55
- References
- 22
- Citations by year
- 2026: 9 · 2025: 19 · 2024: 12 · 2023: 11 · 2022: 4
- FWCI
- 9.70
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Education and Information Technologies (publishedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Physical Sciences › Computer Science › Computer Vision and Pattern Recognition › Augmented Reality Applications
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- interactive learning environment, virtual reality learning environments, cognitive load, metacognitive judgments, learning outcomes, multimedia learning, working memory capacity, prior knowledge, computer-assisted instruction
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