Cognitive Ability, Load and Breaks while Learning from Experience

Abstract

Cognitive load speaks to the demands placed on limited cognitive resources during learning (James, 1976). Limited resources may be overwhelmed by the sheer volume of data presented by sensory systems while learning something new. Higher cognitive ability has predicted improved learning outcomes with many tasks. However, ability alone may not be enough to assure positive outcomes in situations generating high cognitive loads. Research shows that taking time to reflect often benefits learners (Kang, 2016). We examine learning behavior in an online game environment designed to heighten cognitive load and explore the interaction of cognitive ability and the use of breaks in predicting learning outcomes. A counterintuitive result suggests that reflective breaks may not always lead to improvements in learning. (118 words)