Managing cognitive load in information literacy instruction

• Published in: Educational technology research and development Vol. 69; no. 2; pp. 583 - 606
• Main Authors: Hostetler, Kirsten, Luo, Tian
• Format: Journal Article
• Language: English
• Published: New York Springer Science + Business Media 01.04.2021; Springer US; Springer; Springer Nature B.V
• Subjects: Analysis; Architecture; Between-subjects design; Brain; Cognitive Ability; Cognitive load; Cognitive Measurement; Cognitive Processes; Competence; Critical Thinking; Difficulty Level; Education; Educational Facilities Improvement; Educational Methods; Educational Practices; Educational Strategies; Educational Technology; Higher Education; Influence of Technology; Information Literacy; Information Science Education; Instructional Design; Instructional Effectiveness; Instructional Improvement; Instructional Materials; Learner Engagement; Learning and Instruction; Learning Theories; Librarians; Library Instruction; Library Personnel; Library Science; Literacy Education; Literature Reviews; Mathematics; Online education; Reaction Time; RESEARCH ARTICLE; Skill Development; Study and teaching; User training; Information literacy; Cognitive load; Dual-task approach
• ISSN: 1042-1629; 1556-6501
• DOI: 10.1007/s11423-021-09962-x

This study examined how instructional librarians can incorporate principles from cognitive load theory to engage students in research and improve learning outcomes for a common library instructional delivery model. The study employed a between-subjects, quasi-experimental design to compare how instructional sessions would impact information literacy competency and response time, using a dual-task measurement of cognitive load. The results of this study indicated there are limited gains in competency following instruction via this delivery model and participants disengaged from the primary task, indicating a need for future research into motivational design when cognitive capacity is strained.