Interactive Learning Research: Application of Cognitive Load Theory to Nursing Education
Abstract
The purpose of this research was to investigate the effectiveness of interactive self-paced computerized case study compared to traditional hand-written paper case study on the outcomes of student knowledge, attitude, and retention of the content delivered. Cognitive load theory (CLT) provided the theoretical framework for the study. A quasi-experimental pre-test post-test design with random group assignment was used to measure by self-report survey student cognitive load and interactivity level of the intervention. Student scores on quizzes in semester 1 and post-test follow-up quizzes in semester 3 were assessed for the intervention’s effects on knowledge retention. While no significant statistical differences were found between groups, the students in the interactive case study group rated their case study as more fun and interactive. These students also scored consistently higher on the post-test quiz items in their third semester, showing the viability of using CLT to improve student retention of nursing curricula information.
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In other settings, students' cognitive load in a teaching session has been associated with learning outcomes.
“In other settings, students’ cognitive load in a teaching session has been associated with learning outcomes [2–5].”
From Teaching a single manual therapy technique at a time reduces cognitive load in physiotherapy students: a randomized controlled educational study (2025) · cites this paper as [3]
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- Authors
- Hessler, K. L., & Henderson, A. M.
- Affiliations
- University of Northern Colorado (US)
- Poudre Valley Hospital (US)
- Corresponding author
- Hessler, Karen L.
- Venue
- International Journal of Nursing Education Scholarship
- Publisher
- Walter de Gruyter GmbH
- Published
- 2013-06-25
- Volume
- 10
- Issue
- 1
- Pages
- 133-141
- ISSN
- 1548-923X (ISSN-L)
- 2194-5772
- OpenAlex
- W2080577481
- Cited by
- 66
- References
- 13
- Citations by year
- 2026: 1 · 2025: 4 · 2024: 1 · 2022: 4 · 2021: 6 · 2020: 5 · 2019: 8 · 2018: 7 · 2017: 9 · 2016: 6 · 2015: 13 · 2014: 1 · 2013: 1
- FWCI
- 9.46
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- International Journal of Nursing Education Scholarship (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- cognitive load theory, interactive learning, nursing students, knowledge retention, student attitudes, interactivity
- MeSH terms
- Adult, Cognition, Computer-Assisted Instruction, Education, Nursing, Educational Measurement, Female, Humans, Male, Problem Solving, Professional Competence, Nursing Education Research, Problem-Based Learning
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