Mr. Thaddeus Ogwoka and Dr. Kennedy Hadullo

Abstract:

In the context of eLearning, knowledge acquisition occurs when learners interact with a digital interface facilitated by learning management systems. During these interactions, learners experience cognitive overload. Cognitive load theory posits that learning can be impaired due to learners’ cognitive overload beyond optimal levels during information processing. Cognitive load comprises intrinsic (which is the load due to the difficulty of learning tasks), extraneous (bad load due to the way the learning content is presented), and germane load (good load that is used for schema creation). These load elements impact learners’ ability to effectively process information during the eLearning process. Therefore, during eLearning instructional and interface design, strategies that manage cognitive load are crucial for effective learning outcomes. From the experimental design we conducted at the Technical University of Mombasa on students undertaking a four-week computing short course, this paper proposes a scaffolding intervention as a strategy to optimize learning experiences, mitigate cognitive overload, and enhance knowledge retention within adaptive eLearning. The experiment was conducted by adhering to the cognitive load theory principle of providing scaffolds in the form of interventions during instructional design. From the experimental results, we underscore the importance of integrating evidence-based strategies and leveraging instructional technology advancements to create eLearning environments conducive to effective learning outcomes. In conclusion, the paper presents the significance of cognitive load management within eLearning interfaces by presenting strategies to optimize learning performance while minimizing cognitive overload on learners.