How adding structure reduces complexity: more interconnections in concept maps do not increase cognitive load

Instructional Science. 2025. Vol. 53. P. 1243–1262.

Costley J., Anastasiia Kapuza, Gorbunova A., Shcheglova I.

Cognitive load theory describes the mechanisms for the transfer of information from human working memory to long-term memory. This theory posits that increasing the number of interactive elements, such as interconnections, may increase cognitive load. This study investigates the impact of interconnections in concept maps on cognitive load, exploring whether they act as interactive elements in working memory increasing cognitive load, or function as structuring elements potentially reducing cognitive load. Well-structured concept maps may potentially lower cognitive load by effectively organizing information. In an experiment with 81 first-year postgraduate students, participants were divided into two groups: one group studied concept maps with fewer interconnections and another one with more interconnections. Results revealed a significant reduction in extraneous cognitive load for the group with more interconnections, while no significant differences were observed in intrinsic or germane cognitive load. These findings align with cognitive load theory and help expand it by suggesting that interconnections act as structuring elements that facilitate learning by organizing knowledge, leading to a decrease in extraneous cognitive load. This research demonstrates that the use of concept maps may optimize cognitive load and shows that the addition of structure in instructional materials doesn’t lead to overload for students.

Keywords: эксперимент, experiment, instructional design, cognitive load, концептуальные карты, когнитивная нагрузка, concept maps, педагогический дизайн

Publication based on the results of: Using digital traces to study learners' behavioral strategies (2025)