Differences in Learning Effectiveness across Learning Environments: A Cognitive Load Perspective

Abstract

Empirical evidence in the extant literature indicates that blended learning environments lead to better learning outcomes in management education than traditional lectures. However, the working memory of the cognitive system, which processes all incoming information, is highly limited and can be assumed to be working at capacity in traditional lectures. As blended learning environments cannot expand this capacity, they can only improve learning effectiveness if they are able to influence the underlying mechanics of the working memory. To examine such potential influences, we draw on cognitive load theory from educational psychology research. We posit that effective blended learning environments reduce a learner’s extraneous cognitive load, which refers to the working memory capacity related to understanding the instructional design, and increase their germane cognitive load, which is related to learning outcomes. An experiment involving 115 graduate management students provides empirical evidence for our hypotheses. We contribute to management education research on blended learning environments by explicitly considering the mechanics of the human cognitive system. Our results suggest that blended environments can improve learning effectiveness if their designs enable more efficient use of the working memory. This can be facilitated through the application of learning technologies in research and practice.