This study explores potential strategies to address the performance gap between novices and experts in university physics education. It aims to evaluate the potential of the Experiential-Worked Example-based Seamless Learning (EWE-SL) model in supporting problem-solving skills within the context of Newtonian Mechanics. Specifically, the study examines the serial mediating roles of cognitive load and conceptual understanding in the structural relationship between instructional design and learning outcomes, postulating a mechanism to manage the high intrinsic load inherent in physics.
The research employed a dual-phase approach: first, the development of the EWE-SL model using Successive Approximation Model 2 (SAM 2), followed by a quasi-experimental, non-equivalent control-group design involving 214 undergraduate students in physics education. The experimental intervention implemented the EWE-SL model, which utilized H5P-based Interactive Video Worked Examples (IV-WE) as the primary instructional media to bridge laboratory experiences with conceptual abstraction. The control group followed a traditional experiential learning cycle. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to test the hypothesized serial mediation model.
The PLS-SEM analysis indicates that the EWE-SL intervention was associated with a reduction in Extraneous Cognitive Load (β = −0.781). Furthermore, the intervention appeared to facilitate Conceptual Understanding and Problem-Solving skills through a serial mediation mechanism (Indirect Effect β = 0.043; p < 0.05), implying that load reduction plays a role in learning performance. The structural model yielded explanatory power (R2 = 0.856 for problem-solving) with adequate model fit (SRMR = 0.084), results that are consistent with the proposed theoretical framework.
The findings propose that the EWE-SL model may function as a “cognitive safety valve,” potentially assisting in the regulation of information flow to mitigate overload. The results suggest that managing cognitive load acts as an important precursor for schema construction and the development of expert-like problem-solving strategies. This study contributes empirical support to the hierarchical cognitive architecture framework, implying that the technology-enhanced scaffolding within EWE-SL is likely effective when aligned with cognitive processing limits.
