Eliciting Knowledge Transfer and Self-management Skill through the Effects of Cognitive Load Theory on Programming Learning

Cognitive Load Theory (CLT) is an instructional design theory that aligns with human cognitive architecture for creating instructional materials, through the design guidelines of its 17 instructional effects. However, the Self-Management effect suggests that students can be instructed to manage their learning. The Collective Working Memory effect highlights how a group of students working together can foster a more effective learning environment than an individual student, resulting in better learning outcomes. This research explored applying the Self-Management effect of CLT alongside the Collective Working Memory effect learning data structures in basic programming and measuring their effectiveness regarding essential knowledge acquisition in declarative knowledge, knowledge transfer (near transfer) in procedural knowledge, and developing self-management skills. Cognitive load was measured to determine the difference between groups and to determine the correlation with learning outcomes. The study was carried out through a quasi-experimental design with homogeneous groups, involving students from the Autonomous University of Aguascalientes. The results suggest positive findings in knowledge transfer as well as the development of self-management skills. The cognitive load between the participating groups does not show any significant statistical difference, nor does it show any correlation with the learning results.