Effect of pre-training on cognitive load and achievement in a computer-based learning environment
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Pre-training may not always be redundant for higher prior knowledge learners, contradicting some previous assumptions.
“This suggests that pre-training may not always be redundant for these learners, which contradicts some of the previous assumptions (Akbulut et al., 2024; Kalyuga, 2007a, 2007b; Mayer and Pilegard, 2014; Trypke et al., 2023).”
From Rethinking pre-training: cognitive load implications for learners with varying prior knowledge (2025) · cites this paper as Akbulut et al., 2024
Cites
Faul, F., Erdfelder, E., Lang, A.-G., & Buchner, A. (2007) · Behavior Research Methods · doi:10.3758/bf03193146 · Cited by 65,971 · see citing works
Ryan, R. M., & Deci, E. L. (2000) · American Psychologist · doi:10.1037//0003-066x.55.1.68 · Cited by 27,815 · 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 2× · see citing works
“Over the years, germane load has been linked to motivation, suggesting that it facilitates the germane processes necessary for deep learning (Sweller et al., 2019).”
Expertise Reversal Effect and Its Implications for Learner-Tailored Instruction
Kalyuga, S. (2007) · Educational Psychology Review · doi:10.1007/s10648-007-9054-3 · Cited by 1,056 · cited 1× · see citing works
“Relevant work suggests that while pre-training may be more useful for novice learners, it may be redundant for learners with higher levels of prior knowledge (Kalyuga, 2007).”
Skulmowski, A., & Xu, K. M. (2022) · Educational Psychology Review · doi:10.1007/s10648-021-09624-7 · Cited by 678 · see citing works
An extension of control group design
Solomon, R. L. (1949) · Psychological Bulletin · doi:10.1037/h0062958 · Cited by 541 · cited 1× · see citing works
“We used Solomon’s four-group design (Solomon, 1949), which can be thought of as a combination of the posttest-only control group design and the pre-and posttest control group design (Braver & Braver, 1988).”
Meyer, O. A., Omdahl, M. K., & Makransky, G. (2019) · Computers & Education · doi:10.1016/j.compedu.2019.103603 · Cited by 515 · cited 2× · see citing works
“Because we observed moderate effect sizes regarding the influence of pre-training on cognitive load (Jung et al., 2021) or learning-related constructs (Meyer et al., 2019), we used G*Power (Faul et al., 2007) for a priori power analysis to determine sample size.”
Örün, Ö., & Akbulut, Y. (2019) · Computers in Human Behavior · doi:10.1016/j.chb.2018.11.027 · Cited by 87 · see citing works
Self-citationEffects 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
Self-citationJung, J., Shin, Y., & Zumbach, J. (2021) · Interactive Learning Environments · doi:10.1080/10494820.2019.1619592 · Cited by 30 · see citing works
Jung, J., Shin, Y., Chung, H., & Fanguy, M. (2025) · Journal of Computing in Higher Education · doi:10.1007/s12528-024-09407-3 · Cited by 11 · see citing works
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Rethinking pre-training: cognitive load implications for learners with varying prior knowledge
Gorbunova, A., Kapuza, A., Chen, O., & Costley, J. (2025) · Frontiers in Psychology · doi:10.3389/fpsyg.2025.1628047 · Cited by 14 · see citing works
- Authors
- Akbulut, Y., Dönmez, O., Ceylan, B., & Firat, T.
- Affiliations
- Ege University (TR)
- Corresponding author
- Akbulut, Yavuz
- Venue
- Journal of Computing in Higher Education
- Published
- 2024-12-18
- Volume
- 37
- Issue
- 3
- Pages
- 1225-1242
- ISSN
- 1042-1726 (ISSN-L)
- 1867-1233
- OpenAlex
- W4405536999
- Cited by
- 5
- References
- 11
- Citations by year
- 2026: 3 · 2025: 2
- FWCI
- 2.05
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- Locations
- Journal of Computing in Higher Education (publishedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Education › Online and Blended Learning
- Keywords
- pre-training, cognitive load, intrinsic cognitive load, extraneous cognitive load, germane cognitive load, academic performance, computer-assisted instruction, instructional design, topic interest, achievement motivation, undergraduate students, video instruction
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