The Mediation Effects of Task Strategies on the Relationship Between Engagement and Cognitive Load in a Smart Instant Feedback System

Abstract

This study aims to use PLS-SEM to investigate the influence of smart instant feedback with goal setting and task strategies functions on learners’ germane cognitive load and extraneous cognitive load in the contexts of online courses. Thirty-live graduate students were recruited to participate in our experiment and complete four units of digital learning materials and questionnaires. Results show that task strategies have significant mediation effects between behavioral engagement and extraneous cognitive load and between cognitive engagement and extraneous cognitive load. Finally, according to the research findings, we provided some suggestions to online learners, instructors, and researchers whose interests are online course design. Inappropriate use of task strategies such as worked examples results in increased extraneous cognitive load.