TY - JOUR

T1 - The impact of goal specificity and goal type on learning outcome and cognitive load

AU - Wirth, Joachim

AU - Künsting, Josef

AU - Leutner, Detlev

PY - 2009/3

Y1 - 2009/3

N2 - Two hundred and thirty three 15-year old students conducted experiments within a computer-based learning environment. They were provided with different goals according to an experimental 2 × 2 design with goal specificity (nonspecific goals versus specific goals) and goal type (problem solving goals versus learning goals) as factors. We replicated the findings of other researchers that nonspecific problem solving goals lead to lower cognitive load and better learning than specific problem solving goals. For learning goals, however, we observed this goal specificity effect only on cognitive load but not on learning outcome. Results indicate that the goal specificity affects the element interactivity of a task and cognitive load with both, problem solving goals or learning goals. But differences in overall cognitive load are not sufficient for explaining differences in learning outcome. Additionally, differences in strategy use come into play. Specific problem solving goals seem to restrict students to use a problem solving strategy whereas nonspecific problem solving goals or learning goals allow students to use a learning strategy. We conclude that in order to foster learning, students must be provided with goals that allow them to use a learning strategy. Additionally, providing them with nonspecific goals decreases cognitive load and, thus, enables students to learn with less effort.

AB - Two hundred and thirty three 15-year old students conducted experiments within a computer-based learning environment. They were provided with different goals according to an experimental 2 × 2 design with goal specificity (nonspecific goals versus specific goals) and goal type (problem solving goals versus learning goals) as factors. We replicated the findings of other researchers that nonspecific problem solving goals lead to lower cognitive load and better learning than specific problem solving goals. For learning goals, however, we observed this goal specificity effect only on cognitive load but not on learning outcome. Results indicate that the goal specificity affects the element interactivity of a task and cognitive load with both, problem solving goals or learning goals. But differences in overall cognitive load are not sufficient for explaining differences in learning outcome. Additionally, differences in strategy use come into play. Specific problem solving goals seem to restrict students to use a problem solving strategy whereas nonspecific problem solving goals or learning goals allow students to use a learning strategy. We conclude that in order to foster learning, students must be provided with goals that allow them to use a learning strategy. Additionally, providing them with nonspecific goals decreases cognitive load and, thus, enables students to learn with less effort.

KW - Cognitive load

KW - Computer-based learning environment

KW - Discovery learning

KW - Goal specificity

KW - Psychology

UR - http://www.scopus.com/inward/record.url?scp=59049097726&partnerID=8YFLogxK

U2 - 10.1016/j.chb.2008.12.004

DO - 10.1016/j.chb.2008.12.004

M3 - Journal articles

AN - SCOPUS:59049097726

VL - 25

SP - 299

EP - 305

JO - Computers in Human Behavior

JF - Computers in Human Behavior

SN - 0747-5632

IS - 2

ER -