The Interplay of Situational Interest and Cognitive Load in STEM Learning Environments

• In Event: Poster Session 3
  In Poster Session: Students' Learning Strategies and Interventions

Abstract

In science education learning environments which tend to foster students’ interest by embedding scientific contents in life-related scenarios are used with great success. Although cognitive learning theories suggest that additional information that is not directly linked to the learning object hinder the learning process, they may have a mediating function by triggering students’ situational interest and thus foster their cognitive engagement. In this study we investigate the relation of cognitive load and situational interest within varying STEM learning environments. Overall, 109 eighth graders participated in this experimental study. The results show substantial fluctuations of situational interest and cognitive load while working on the task. In addition, the data show that combining several motivational features may lead to extraneous processing overload.

Authors

• Sebastian Habig, University of Duisburg-Essen

• Katrin Schüßler, University of Duisburg-Essen

• Ines Komor, University of Duisburg-Essen

• Elke Sumfleth, University Duisburg - Essen