Cognitive Load and Situational Interest in Physics Laboratories: A Comparative Study Across Three Instructional Modalities

Abstract

Understanding how an instructional approach shapes student's cognitive resources and engagement is central to improving undergraduate physics education especially for novice learners. This study examines how three instructional modalities (Inquiry-based, Design-based, and Game-based learning) affect cognitive load and situational interest in physics laboratories for non-STEM majors. Guided by the revised Cognitive Load Theory framework, two experiments were conducted across two physics domains: mechanics and electrical circuits. In each experiment, students completed three laboratory sessions, one in each instructional modality, followed by surveys measuring cognitive load and situational interest. One-way ANOVA analyses revealed significant differences across the three modalities in both experiments. Game-based laboratories consistently yielded the lowest cognitive load and the highest situational interest, while inquiry-based and design-based labs imposed higher cognitive demands, with their relative effects varying by domain. Overall, situational interest exhibited an inverse relationship with cognitive load, suggesting that reduced cognitive demands support greater engagement. These findings emphasize the value of strategically selecting and combining instructional modalities to balance cognitive load and foster meaningful engagement in physics laboratories for novice learners.