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ERIC Number: EJ1409844
Record Type: Journal
Publication Date: 2024
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0363-4523
EISSN: EISSN-1479-5795
The Effect of Clarity on Learning: Impacting Motivation through Cognitive Load
Nick Serki; San Bolkan
Communication Education, v73 n1 p29-45 2024
This study tested the notion that the impact of clarity (i.e., structure) on learning is indirect and occurs, in part, through the reduction of cognitive load and subsequently through students' motivation to process instructional information. Two hundred fifty-two students were randomly assigned to one of two text-based lessons (clear or unclear) on the topic of social cognitive theory. After being exposed to the material, participants were asked to answer a series of questions regarding the extent to which they found the lesson clear. They also answered questions about their perceived cognitive load, expectations for success on a subsequent examination, perceptions of value, perceived costs, degree of motivation to learn the material, and familiarity with the learning content. After responding to these measures, participants took a test of the material covered in the lesson. Results indicated that, compared to the unclear lesson, students exposed to the clear lesson earned higher examination scores because they experienced reduced cognitive load while learning. Additionally, results revealed an indirect association between clarity and student learning through a decrease in cognitive load and subsequently through an increase in students' self-efficacy and motivation, and also through students' emotional interest and motivation.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A