Reducing Cognitive Load While Teaching Complex Instruction to Occupational Therapy Students
Abstract
Cognitive load theory is a field of research used to improve the learning of complex cognitive tasks by matching instruction to the learner’s cognitive architecture. We used an experimental posttest control-group design to test the effectiveness of instruction designed to reduce cognitive load (CL) and improve instructional effectiveness in teaching complex instruction to 24 first-year master’s students under authentic classroom conditions. We modified historically taught instruction using an isolated-to-interacting-elements sequencing approach intended to reduce high CL levels. We compared control and modified instructional formats using written assessment scores, subjective ratings of CL, and task completion times. Analysis of variance revealed significant differences for postinstruction, posttest CL ratings, and delayed written posttest scores ( p < .05). No significant differences were identified for posttest completion times. Findings suggest that this approach can be used to improve instructional efficiency in teaching human locomotion to occupational therapy students.
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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 [4]
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- Authors
- Pociask, F. D., DiZazzo-Miller, R., & Samuel, P. S.
- Affiliations
- Wayne State University (US)
- Venue
- American Journal of Occupational Therapy
- Publisher
- SAGE Publications
- Published
- 2013-09
- Volume
- 67
- Issue
- 5
- Pages
- e92-9
- ISSN
- 0272-9490 (ISSN-L)
- 1943-7676
- OpenAlex
- W2013490517
- Cited by
- 16
- References
- 43
- Citations by year
- 2026: 1 · 2025: 1 · 2024: 1 · 2021: 1 · 2019: 4 · 2017: 2 · 2016: 3 · 2015: 1 · 2014: 1 · 2013: 1
- FWCI
- 2.70
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- American Journal of Occupational Therapy (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, Complex Instruction, occupational therapy education, instructional sequencing, human locomotion, master's students, teaching efficiency
- MeSH terms
- Adult, Cognition, Humans, Learning, Occupational Therapy, Students, Health Occupations, Teaching
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