The design and mechanisms of preparation-for-learning from a cognitive load perspective

This project investigates how learning methods should be designed and why they are effective in fostering learners’ deep understanding and transfer. We focus on preparation-for-learning methods that activate prior knowledge, since the use of prior knowledge is crucial for meaningful learning (e.g., Ausubel, 1968; Kendeou & O’Brien, 2016). Such preparation methods precede direct instruction such as a text or a lecture.

A key tension arises from two competing theoretical perspectives, which the project systematically brings together. Problem-oriented approaches such as Preparation for Future Learning (PFL), Productive Failure, and PS-I emphasize open problem solving and grounded (contextualized) material. They assume that inventing solutions and engaging with rich contexts prepare learners best for subsequent instruction. In contrast, Cognitive Load Theory (CLT) argues that studying solutions (worked examples) is more effective than solution generation when learning something new, and that idealized, i.e., decontextualized, materials help learners focus on essential deep features. The project contributes to empirically clarifying this previously unresolved contradiction.

To this aim, the project examines how features of PFL tasks and materials – which appear critical from a CLT perspective – interact and which mechanisms explain the preparation effects. Central questions include: Should preparation tasks ask learners to generate solutions or studying worked solutions to a problem? Should problems be presented in grounded or idealized form? Furthermore, the project investigates how material complexity and task goal specificity (the “unspecific goal effect”) influence the effectiveness of the methods. A systematic combination of both task and material characteristics of the learning method can uncover interactions – for example, that decontextualized materials may be more effective for open problem-solving tasks, while grounded materials may be more suitable for worked examples.

The project will contribute to the ongoing debate on the role of generation (problem-oriented approaches) versus guidance (as in worked examples, CLT) and thus to the integration of two competing theoretical approaches. It also lays the foundation for a differentiated understanding of why preparation methods work and how they can be designed to best foster learning, thus providing impetus for educational psychology and practice.