Preparative pre-laboratory online resources for effectively managing cognitive load of engineering students

ABSTRACT

Laboratory learning forms a significant and integral part of engineering education, wherein students develop technical, collaborative, enquiry, and observation skills that go beyond theoretical studies. Engineering is inherently a practice-based profession, and consequently, laboratory work has been inseparable for engineering curricula. However, there is evidence suggesting that students encounter cognitive or information overload during modern laboratory classes, leading to reduced likelihoods of effectively achieving intended learning outcomes, as specified by the cognitive load theory. This article investigates how pre-lab online learning resources can be utilised to effectively manage cognitive load of engineering students, in the context of thermodynamics education. Qualitative and quantitative data have been collected from students as well as teaching staff on a range of parameters such as student preparedness, confidence levels, degree of engagement, and understanding. The findings of the study indicate that efficient student preparedness through pre-lab online resources can be utilised to effectively manage cognitive load of engineering students, leading to increased levels of understanding, preparedness, and confidence. It can be observed that there are influences from factors such as the quality of pre-lab resources and degree of engagement.

KEYWORDS:

• Cognitive load
• pre-lab learning resources
• student preparedness
• confidence levels
• engineering education
• blended learning

Acknowledgements

They also express their gratitude to all research participants for their time and contributions.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Correction Statement

This article has been corrected with minor changes. These changes do not impact the academic content of the article.

Additional information

Funding

The authors would like to acknowledge the funding received from the Queensland University of Technology (School of Mechanical, Medical and Process Engineering) and University of the Sunshine Coast (School of Science, Technology and Engineering).

Notes on contributors

C. M. Rathnayaka

Charith Rathnayaka is a Lecturer in the School of Science, Technology and Engineering at the University of the Sunshine Coast (USC) and Senior Fellow of the Higher Education Academy (SFHEA). He is also an Adjunct Lecturer at the Queensland University of Technology (QUT). Charith conducts his research in the area of Computational Mechanics. His work specifically focuses on better understanding the mechanical response of soft matter under different conditions as caused by various natural and man-made circumstances. Charith conducts further research in the area of Engineering Education focusing on how to create innovative learning and teaching experiences through peer programs and digital learning.

J. Ganapathi

Janani Ganapathi is a QMomentum Fellow at Queensland University of Technology’s (QUT) Graduate Research Center, involved in transdisciplinary projects providing qualitative research expertise. Her research interests include open and distance education, STEM education, learning and teaching pedagogies and sustainability in education. She is also a Lecturer-Moderator of QUT’s eGrad School, within QUT’s Graduate Research Education & Development (GRE+D), wherein she manages and teaches higher degree research modules.

S. Kickbusch

Steven Kickbusch is a Learning Designer with QUT, where he oversees the design, development and implementation of engaging student-focused education experiences. Additionally, he is engaged as a sessional academic in the Creative Industries Faculty and the Faculty of Engineering at QUT. His current research is investigating the role of design to support the development of teachers in the STEM disciplines and how designers collaborate with educators to improve student experience.

L. Dawes

Les Dawes is Head of School of Civil and Environmental Engineering and Professor of Engineering Education at Queensland University of Technology in Brisbane. He has over 150 publications with many in STEM and engineering education. Dissemination of his research has translated into practical outcomes with a strong uptake by schools, industry collaboration and inclusion into ongoing curricula.

R. Brown

Richard Brown’s disciplines of expertise are thermodynamics and fluid mechanics. His research interests include applied thermodynamics, internal combustion engines, renewable/alternative energy, smog formation, emissions/dispersion and environmental fluid mechanics. Richard is the Director of the Biofuel Engine Research Facility at QUT and leader of the Environmental Fluid Mechanics Group.