The effect of clarity on learning

Impacting motivation through cognitive load

Bibliographic Data

ID21539643
AuthorsNick Serki (Department of Communication Studies, Long Beach State University, Long Beach, U.S.A.), San Bolkan (0000-0001-6865-317X, Department of Communication Studies, Long Beach State University, Long Beach, U.S.A., corresponding author)
Year2024
Volume73
Issue1
Pages29-45
Publication date2024-01-02
Open AccessNo
TypeARTICLE
VenueCommunication Education (JOURNAL)
Journal identifiersISSN: 0363-4523 • E-ISSN: 1479-5795
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/03634523.2023.2250883
OpenAlexW4387098850
LanguageEN
Citations received10
References cited54

This study tested the notion that the impact of clarity (i.e., structure) on learning is indirect and occurs, in part, through the reduction of cognitive load and subsequently through students’ motivation to process instructional information. Two hundred fifty-two students were randomly assigned to one of two text-based lessons (clear or unclear) on the topic of social cognitive theory. After being exposed to the material, participants were asked to answer a series of questions regarding the extent to which they found the lesson clear. They also answered questions about their perceived cognitive load, expectations for success on a subsequent examination, perceptions of value, perceived costs, degree of motivation to learn the material, and familiarity with the learning content. After responding to these measures, participants took a test of the material covered in the lesson. Results indicated that, compared to the unclear lesson, students exposed to the clear lesson earned higher examination scores because they experienced reduced cognitive load while learning. Additionally, results revealed an indirect association between clarity and student learning through a decrease in cognitive load and subsequently through an increase in students’ self-efficacy and motivation, and also through students’ emotional interest and motivation

CLARITY · Cognition · Cognitive Load · Mathematics education · Perception · Evaluation of Teaching Practices · Innovative Teaching and Learning Methods · Psychology · Social Psychology · Visual and Cognitive Learning Processes

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