Effect of disfluency on learning outcomes, metacognitive judgements and cognitive load in computer assisted learning environments

While executing learning tasks it is important to confront with cognitive challenges and sustain cognitive engagement. In this regard, cognitive difficulties created through the extension of traditional design boundaries can be instructionally helpful. One of these challenges leading individuals to deeper processing is the Disfluency Effect. According to this effect, interventions on instructional materials interfere with the fluency of perception that may lead to better learning outcomes. For instance, positive results can be obtained in terms of recall, comprehension and transfer. The probability of reaching better learning outcomes through slight design modifications lead researchers to investigate the notion further. In this regard, the aim of the current study was to investigate the effect of fluency-related interventions on learning outcomes, metacognitive judgements and cognitive load in a computer–based learning environment. A true experimental design was implemented with 314 education faculty students in 2017 fall semester. Participants' working memory capacity and prior knowledge were measured before the intervention. Cognitive load and metacognitive judgements were also addressed during and after the experiment. Findings revealed no significant differences with regard to learning outcomes and metacognitive judgements Whereas significant differences were observed with regard to extraneous cognitive load. Significant relationships were observed across cognitive load, number of animations watched and learning outcomes. Findings were discussed in the light of the relevant literature followed by implications and suggestions for further implementations.