Cognitive Load Change in Chemical Concept Learning: Insights from Event-Related Potentials
Saved in:
| Title: | Cognitive Load Change in Chemical Concept Learning: Insights from Event-Related Potentials |
|---|---|
| Language: | English |
| Authors: | Jianqiang Ye (ORCID |
| Source: | Journal of Baltic Science Education. 2025 24(1):92-104. |
| Availability: | Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: mail.jbse@gmail.com; Web site: http://www.scientiasocialis.lt/jbse/ |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Science Instruction, Undergraduate Students, Chemistry, Difficulty Level, Cognitive Processes, Reaction Time, Accuracy, Executive Function, Short Term Memory, Physiology, Brain Hemisphere Functions, Foreign Countries |
| Geographic Terms: | China |
| ISSN: | 1648-3898 2538-7138 |
| Abstract: | This study explored the impact of oxidation-reduction reaction problem difficulty on university students' cognitive load using event-related potentials (ERPs). Forty-eight balanced low and high difficulty problems were designed. Fifteen undergraduate students majoring in chemistry (8 females and 7 males) participated in the study. Results demonstrated significantly increased reaction time, significantly decreased accuracy, and highly significantly elevated subjective effort as task difficulty intensified. ERP analysis revealed significant differences in N200, P300, and N400 amplitudes between easy and difficult problems, indicating increased demands on control, working memory, and in-depth processing under high load. The study provided physiological evidence supporting cognitive load theory and offered implications for optimizing oxidation-reduction reaction teaching. The findings bridged the gap between cognition and education, suggesting potential avenues for improving chemistry education through cognitive load management. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1463832 |
| Database: | ERIC |
| Abstract: | This study explored the impact of oxidation-reduction reaction problem difficulty on university students' cognitive load using event-related potentials (ERPs). Forty-eight balanced low and high difficulty problems were designed. Fifteen undergraduate students majoring in chemistry (8 females and 7 males) participated in the study. Results demonstrated significantly increased reaction time, significantly decreased accuracy, and highly significantly elevated subjective effort as task difficulty intensified. ERP analysis revealed significant differences in N200, P300, and N400 amplitudes between easy and difficult problems, indicating increased demands on control, working memory, and in-depth processing under high load. The study provided physiological evidence supporting cognitive load theory and offered implications for optimizing oxidation-reduction reaction teaching. The findings bridged the gap between cognition and education, suggesting potential avenues for improving chemistry education through cognitive load management. |
|---|---|
| ISSN: | 1648-3898 2538-7138 |
