Page 19 - International Perspectives on Effective Teaching and Learning in Digital Education

Psychological Factors and Mechanisms of Digital Learning

highlighting ICL, ECL, and GCL as key components to consider. ICL relates to
the complexity of the learning material itself and varies depending on the
learner’s level of expertise. Recent studies suggest that while ICL cannot be
modified through instructional design, it can be managed by gradually in-
creasing complexity and matching content to the learner’s prior knowledge
(Skulmowski & Xu, ). In addition, ECL arises mainly from how information
is presented, including poorly designed digital tools that may clutter the in-
terface with irrelevant elements. Reducing extraneous load by streamlining
design and focusing on essential information is critical to freeing up cogni-
tive resources for deeper learning (Januchta et al., ). Moreover, GCL refers
to the cognitive resources devoted to processing and integrating new knowl-
edge into long-term memory. Recent work emphasizes that reducing extra-
neous load creates more cognitive capacity for germane processes, thereby
fostering deeper learning (Skulmowski & Xu, ).
Overall, these findings stress the importance of optimizing the design of
digital learning environments to balance cognitive load. Digital platforms of-
ten present learners with vast amounts of information, which can overwhelm
their working memory if not managed effectively. Inappropriate instructional
formats can increase extraneous cognitive load, making it harder for students
to learn (Abeysekera et al., 4). Simplifying interfaces, focusing on essential
content, and supporting learners with tools that align with cognitive process-
ing principles can significantly enhance information retention and learning
outcomes. To further support teachers in optimizing digital learning envi-
ronments, adaptive learning technologies that personalize content based on
individual learners' progress and performance can be implemented. These
technologies adjust the difficulty and pacing of learning tasks to match stu-
dents' cognitive capacities, thereby reducing cognitive overload. Studies,
such as by Dziuban et al. (16), indicate that adaptive learning environments
can align with students' cognitive capacities, enhancing learning efficiency.

Attention and Engagement
Attention plays a crucial role in processing information and retaining knowl-
edge, and the ability to focus attention effectively is directly linked to better
learning outcomes and memory retention (Chun et al., 11). Numerous stud-
ies in cognitive psychology have shown that humans have a limited capacity
for sustained attention, allowing them to focus on a specific task for only a
finite period (Oberauer, 19). This capacity is flexible and can change based
on factors such as the task's complexity and individual aspects like interest,
motivation, and experience.

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