Effects of Managing Element Interactivity on Student Achievement and their Academic Self-Concept in Science

Element interactivity, an essential feature underpinning cognitive load theory, has been identified as a major construct for explaining complexity in learning materials, but is not commonly used by teachers. The main aim of this study was to present some preliminary intervention effects following an in-service workshop that enabled teachers to apply an instructional strategy to manage element interactivity. Results showed that Year 7 students (N=156) benefitted from instruction that reduced element interactivity, not only in terms of their achievement, but also in their self-concept. Teachers who understand and are able to use element interactivity to manage instruction will be more effective in designing instruction that benefits their students, thus progressing teacher education to a new level.