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Volume 14
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10.3390/educsci14080860
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Article

The Interplay of Self-Regulated Learning, Cognitive Load, and Performance in Learner-Controlled Environments

by
Anna Gorbunova
1,
Christopher Lange
2,
Alexander Savelyev
3,
Kseniia Adamovich
1 and
Jamie Costley
4,*
1
Institute of Education, HSE University, 101000 Moscow, Russia
2
Department of British and American Humanities, Dankook University, Yongin City 16890, Republic of Korea
3
Faculty of Law, HSE University, 101000 Moscow, Russia
4
College of Education, United Arab Emirates University, Al Ain 15551, United Arab Emirates
*
Author to whom correspondence should be addressed.
Educ. Sci. 2024, 14(8), 860; https://doi.org/10.3390/educsci14080860
Submission received: 2 May 2024 / Revised: 29 July 2024 / Accepted: 31 July 2024 / Published: 8 August 2024
(This article belongs to the Special Issue Cognitive Load Theory: Emerging Trends and Innovations)
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Abstract

Learner control allows for greater autonomy and is supposed to benefit learning motivation, but it might be more advantageous for students with specific learner characteristics. The current study looks into the relationships between self-regulated learning, cognitive load, and performance within learner-controlled environments. The research was conducted in an asynchronous online setting, allowing for learner control. Cognitive load and self-regulated learning were measured using self-report questionnaires. Performance was assessed through case solutions. The participants were 97 graduate law students studying the civil code. Analysis based on structural equation modeling showed that both prior knowledge and self-regulated learning skills significantly contribute to the increase in germane cognitive load and are positively correlated with performance. The implications of these findings underscore the critical role of prior knowledge and self-regulated learning skills in shaping the cognitive processes involved in learning, ultimately impacting academic achievement. These results emphasize the need for careful consideration of learner-control options in asynchronous online environments.
Keywords: cognitive load theory; self-regulated learning; learner control; academic performance; prior knowledge cognitive load theory; self-regulated learning; learner control; academic performance; prior knowledge

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MDPI and ACS Style

Gorbunova, A.; Lange, C.; Savelyev, A.; Adamovich, K.; Costley, J. The Interplay of Self-Regulated Learning, Cognitive Load, and Performance in Learner-Controlled Environments. Educ. Sci. 2024, 14, 860. https://doi.org/10.3390/educsci14080860

AMA Style

Gorbunova A, Lange C, Savelyev A, Adamovich K, Costley J. The Interplay of Self-Regulated Learning, Cognitive Load, and Performance in Learner-Controlled Environments. Education Sciences. 2024; 14(8):860. https://doi.org/10.3390/educsci14080860

Chicago/Turabian Style

Gorbunova, Anna, Christopher Lange, Alexander Savelyev, Kseniia Adamovich, and Jamie Costley. 2024. "The Interplay of Self-Regulated Learning, Cognitive Load, and Performance in Learner-Controlled Environments" Education Sciences 14, no. 8: 860. https://doi.org/10.3390/educsci14080860

APA Style

Gorbunova, A., Lange, C., Savelyev, A., Adamovich, K., & Costley, J. (2024). The Interplay of Self-Regulated Learning, Cognitive Load, and Performance in Learner-Controlled Environments. Education Sciences, 14(8), 860. https://doi.org/10.3390/educsci14080860

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