Cognitive Load and Situational Interest in Physics Laboratories: A Comparative Study Across Three Instructional Modalities

TL;DR

This study investigates how three instructional modalities—Inquiry-based, Design-based, and Game-based learning—shape cognitive load (intrinsic and extraneous) and situational interest in undergraduate physics labs for non-STEM majors. Using two experiments (Mechanics and Circuits) and validated surveys, the authors show that Game-based laboratories consistently produce the lowest cognitive load and highest situational interest, while Inquiry- and Design-based labs impose higher cognitive demands with domain-dependent effects. An inverse relationship between cognitive load and situational interest emerges, suggesting that reducing unnecessary cognitive demands enhances engagement. The findings inform instructional design practices by suggesting strategic combinations of modalities to balance cognitive resources and motivation in physics education for novices.

Abstract

Understanding how an instructional approach shapes student's cognitive resources and engagement is central to improving undergraduate physics education especially for novice learners. This study examines how three instructional modalities (Inquiry-based, Design-based, and Game-based learning) affect cognitive load and situational interest in physics laboratories for non-STEM majors. Guided by the revised Cognitive Load Theory framework, two experiments were conducted across two physics domains: mechanics and electrical circuits. In each experiment, students completed three laboratory sessions, one in each instructional modality, followed by surveys measuring cognitive load and situational interest. One-way ANOVA analyses revealed significant differences across the three modalities in both experiments. Game-based laboratories consistently yielded the lowest cognitive load and the highest situational interest, while inquiry-based and design-based labs imposed higher cognitive demands, with their relative effects varying by domain. Overall, situational interest exhibited an inverse relationship with cognitive load, suggesting that reduced cognitive demands support greater engagement. These findings emphasize the value of strategically selecting and combining instructional modalities to balance cognitive load and foster meaningful engagement in physics laboratories for novice learners.

Figures (18)

• Figure 1: The flow of experiments 1 and 2
• Figure 2: Inquiry-Based Lab in Mechanics
• Figure 3: Design-Based Lab Prompt in Mechanics
• Figure 4: Design-Based Lab Simulation in Mechanics
• Figure 5: Game-Based Mechanics and Circuits Lab Game Board