How sequencing and fading affects the relationship between intrinsic and germane cognitive loads. Issue 2 (3rd April 2019)

• Record Type: Journal Article
• Authors: Lange, Christopher; Costley, Jamie
• Is Part Of: Distance education. Volume 40:Issue 2(2019)
• Page Start: 243
• Page End: 261
• Publication Date: 2019-04-03
• Subjects: Cognitive load -- e-learning -- fading -- Korea -- scaffolding -- sequencing; Distance education -- Periodicals; Distance education -- Australia -- Periodicals; 371.3505
• DOI: 10.1080/01587919.2019.1600366
• Languages: English
• ISSNs: 0158-7919

Abstract

ABSTRACT: Scaffolding techniques, such as sequencing and fading, used in online video lectures may help mitigate the negative relationship between complex contents represented by intrinsic load and content understanding represented by germane load. This study analyzed survey responses from university students ( n = 2365) who participated in online classes in South Korea, and looked at the relationships between sequencing and fading and germane load, intrinsic load and germane load, and the moderating effect of sequencing and fading on the relationship between intrinsic load and germane load. Results showed a positive relationship between sequencing and fading and germane load and a negative relationship between intrinsic load and germane load. Furthermore, sequencing and fading moderated the negative relationship between intrinsic load and germane load. This article examines conflicting evidence on the topic and provides explanations as to why sequencing and fading reduces the negative impact of complex contents found in the current study.