COGNITIVE LOAD CHANGE IN CHEMICAL CONCEPT LEARNING: INSIGHTS FROM EVENT-RELATED POTENTIALS

Jianqiang Ye; Junhua Gao; Tingting Lin; Kun He; Dimei Chen

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COGNITIVE LOAD CHANGE IN CHEMICAL CONCEPT LEARNING: INSIGHTS FROM EVENT-RELATED POTENTIALS

Title	COGNITIVE LOAD CHANGE IN CHEMICAL CONCEPT LEARNING: INSIGHTS FROM EVENT-RELATED POTENTIALS
Publication Type	Journal Article
Year of Publication	2025
Authors	Ye, J, Gao, J, Lin, T, He, K, Chen, D
Journal	Journal of Baltic Science Education
Volume	24
Issue	1
Start Page	92-104
Pagination	Continuous
Date Published	February/2025
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-2538-7138
Keywords	chemistry learning, cognitive load, event-related potentials, oxidation-reduction reactions
Abstract	This study explored the impact of oxidation-reduction reaction problem difficulty on university students' cognitive load using event-related potentials (ERPs). Forty-eight balanced low and high difficulty problems were designed. Fifteen undergraduate students majoring in chemistry (8 females and 7 males) participated in the study. Results demonstrated significantly increased reaction time, significantly decreased accuracy, and highly significantly elevated subjective effort as task difficulty intensified. ERP analysis revealed significant differences in N200, P300, and N400 amplitudes between easy and difficult problems, indicating increased demands on control, working memory, and in-depth processing under high load. The study provided physiological evidence supporting cognitive load theory and offered implications for optimizing oxidation-reduction reaction teaching. The findings bridged the gap between cognition and education, suggesting potential avenues for improving chemistry education through cognitive load management.
URL	https://oaji.net/articles/2023/987-1740921333.pdf
DOI	10.33225/jbse/25.24.92
Refereed Designation	Refereed
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