Interactivity of question prompts and feedback on secondary students' science knowledge acquisition and cognitive load

Kun Huang, Ching-Huei Chen, Wen Shiuan Wu, Wei Yu Chen

Research output: Contribution to journalArticle

8 Citations (Scopus)


This study investigated how question prompts and feedback influenced knowledge acquisition and cognitive load when learning Newtonian mechanics within a web-based multimedia module. Participants were one hundred eighteen 9th grade students who were randomly assigned to one of four experimental conditions, forming a 2 x 2 factorial design with the presence or absence of question prompts as one factor and types of instructional feedback as the other. With regard to knowledge acquisition, the findings revealed a significant main effect of question prompts and a significant interaction between question prompts and feedback. With regard to cognitive load, the results found a significant interaction between question prompts and feedback. Students who received problem-solving question prompts and corrective feedback achieved better performance and perceived less cognitive load. Implications for designing web-based science learning are discussed.

Original languageEnglish
Pages (from-to)159-171
Number of pages13
JournalEducational Technology and Society
Issue number4
Publication statusPublished - 2015 Jan 1


All Science Journal Classification (ASJC) codes

  • Education
  • Sociology and Political Science
  • Engineering(all)

Cite this