Extending Cognitive Load Theory to Incorporate Working Memory Resource Depletion: Evidence from the Spacing Effect

Abstract

Depletion of limited working memory resources may occur following extensive mental effort resulting in decreased performance compared to conditions requiring less extensive mental effort. This 'depletion effect' can be incorporated into cognitive load theory that is concerned with using the properties of human cognitive architecture, especially working memory, when designing instruction. Two experiments were carried out on the spacing effect that occurs when learning that is spaced by temporal gaps between learning episodes is superior to identical, massed learning with no gaps between learning episodes. Using primary school students learning mathematics, it was found that students obtained lower scores on a working memory capacity test (Experiments 1 and 2) and higher ratings of cognitive load (Experiment 2) after massed than after spaced practice. The reduction in working memory capacity may be attributed to working memory resource depletion following the relatively prolonged mental effort associated with massed compared to spaced practice. An expansion of cognitive load theory to incorporate working memory resource depletion along with instructional design implications, including the spacing effect, is discussed.

Cognitive Architecture and Instructional Design: 20 Years Later

“…Results showed that the one measure after the instruction or test phase was always higher than the average of multiple measurements during the learning or test phase. Although the exact reason for the difference is not clear, the higher single score after the learning or test phase could be suggestive for depletion of working memory resources (Chen et al 2018).…”

“…A basic assumption of the principle has been that for any given individual, general working memory capacity is fixed. With recent evidence that working memory depletion occurs after cognitive effort and recovers after rest (Chen et al 2018), that assumption must be modified to allow such capacity variations. (This issue is discussed further in the 'Future Directions' section.…”

“…One new line of research is derived from recent work of Chen et al (2018), who proposed a possible extension of CLT based on the working memory resource depletion hypothesis. This hypothesis holds that working memory resources become depleted after a period of sustained cognitive exertion resulting in a reduced capacity to commit further resources.…”

Facilitating student learning: An instructional design perspective for health professions educators

“…24 Chen et al proposed to provide gaps between episodes of learning so that simultaneous interactions between multiple complex elements can be eased into the working memory. 25 Information presented to learners in the form of verbal, audio or video means are often transient (disappearing a few seconds after presentation) compared to the same in the form of written text or images. In the case of a long video or animation, learners will have to retain the information for a longer time in the working memory for processing which increases the cognitive load.…”

Distributing mathematical practice of third and seventh graders:Applicability of the spacing effect in the classroom

“…These results notwithstanding, essentially all students were in a distributed practice condition, because practice in all groups was distributed across 19 days, and differences only reflect the effects of distribution within each day. In two experiments conducted by Chen, Castro‐Alonso, Paas, and Sweller (), fourth and fifth graders who practiced a mathematical procedure distributed over 3 days achieved higher performance scores than students who practiced massed on 1 day. However, for theoretical reasons, the authors varied the retention interval between the conditions: The massed‐practice students were tested immediately following the practice phase, whereas the distributed‐practice students were tested the day after their last practice session.…”