View in EDS

Mapping Students' Cognitive Load Profiles in Solving Geometric Integral Problems

Saved in:
Bibliographic Details
Title: Mapping Students' Cognitive Load Profiles in Solving Geometric Integral Problems
Language: English
Authors: Muhammad Muzaini (ORCID 0000-0003-0042-7031), Fathrul Arriah (ORCID 0009-0003-3386-1026), Amart Sulong (ORCID 0009-0003-1780-3838), Andi Kaharuddin (ORCID 0000-0002-2365-4993), Jumiarti (ORCID 0009-0005-2687-4034)
Source: European Journal of STEM Education. 2026 11(1).
Availability: Lectito Journals. Wassenaarseweb 20, 2596 CH, The Hague, The Netherlands. Tel: 31-70-2190600; e-mail: info@lectitojournals.com; Web site: http://www.lectitopublishing.nl
Peer Reviewed: Y
Page Count: 21
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Cognitive Processes, Difficulty Level, Problem Solving, College Students, Foreign Countries, Geometry, Mathematics Instruction, College Mathematics
Geographic Terms: Indonesia
ISSN: 2468-1954
2468-4368
Abstract: Designing cognitively accessible mathematics instruction requires ensuring that learners can equitably process, understand, and apply complex mathematical ideas. This study examines students' cognitive load when solving geometric integral problems by analyzing intrinsic, extraneous, and germane load within the framework of Cognitive Load Theory. Using a descriptive qualitative approach, data were collected from 144 university students in mathematics-related programs at a public university in Indonesia through thinkaloud protocols, written solutions, and classroom observations. The data were analyzed using NVivoassisted thematic coding and supported by radar visualizations to strengthen analytical trustworthiness. The findings indicate that intrinsic load constituted the dominant cognitive burden, primarily arising from symbolic-visual confusion and visual-spatial difficulties when students attempted to coordinate algebraic expressions with geometric representations. Extraneous load further increased cognitive demands due to ambiguous verbal instructions, misinterpretation of symbolic cues, and excessive technical language; however, visual scaffolding and self-generated sketches were found to reduce unnecessary processing. Germane load emerged among a smaller group of students who demonstrated conceptual transfer, reflective verification, and schema integration, indicating the development of mathematical reasoning as students connected geometric structures with their corresponding integral representations. Overall, the study highlights the central role of instructional design in regulating cognitive load to support meaningful conceptual understanding and reasoning in solving visually complex mathematical problems.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1505196
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1505196
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1505196
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Mapping Students' Cognitive Load Profiles in Solving Geometric Integral Problems
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Muhammad+Muzaini%22">Muhammad Muzaini</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0042-7031">0000-0003-0042-7031</externalLink>)<br /><searchLink fieldCode="AR" term="%22Fathrul+Arriah%22">Fathrul Arriah</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0003-3386-1026">0009-0003-3386-1026</externalLink>)<br /><searchLink fieldCode="AR" term="%22Amart+Sulong%22">Amart Sulong</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0003-1780-3838">0009-0003-1780-3838</externalLink>)<br /><searchLink fieldCode="AR" term="%22Andi+Kaharuddin%22">Andi Kaharuddin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2365-4993">0000-0002-2365-4993</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jumiarti%22">Jumiarti</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0005-2687-4034">0009-0005-2687-4034</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+STEM+Education%22"><i>European Journal of STEM Education</i></searchLink>. 2026 11(1).
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Lectito Journals. Wassenaarseweb 20, 2596 CH, The Hague, The Netherlands. Tel: 31-70-2190600; e-mail: info@lectitojournals.com; Web site: http://www.lectitopublishing.nl
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 21
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Difficulty+Level%22">Difficulty Level</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Geometry%22">Geometry</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22College+Mathematics%22">College Mathematics</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2468-1954<br />2468-4368
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Designing cognitively accessible mathematics instruction requires ensuring that learners can equitably process, understand, and apply complex mathematical ideas. This study examines students' cognitive load when solving geometric integral problems by analyzing intrinsic, extraneous, and germane load within the framework of Cognitive Load Theory. Using a descriptive qualitative approach, data were collected from 144 university students in mathematics-related programs at a public university in Indonesia through thinkaloud protocols, written solutions, and classroom observations. The data were analyzed using NVivoassisted thematic coding and supported by radar visualizations to strengthen analytical trustworthiness. The findings indicate that intrinsic load constituted the dominant cognitive burden, primarily arising from symbolic-visual confusion and visual-spatial difficulties when students attempted to coordinate algebraic expressions with geometric representations. Extraneous load further increased cognitive demands due to ambiguous verbal instructions, misinterpretation of symbolic cues, and excessive technical language; however, visual scaffolding and self-generated sketches were found to reduce unnecessary processing. Germane load emerged among a smaller group of students who demonstrated conceptual transfer, reflective verification, and schema integration, indicating the development of mathematical reasoning as students connected geometric structures with their corresponding integral representations. Overall, the study highlights the central role of instructional design in regulating cognitive load to support meaningful conceptual understanding and reasoning in solving visually complex mathematical problems.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1505196
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1505196
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
    Subjects:
      – SubjectFull: Cognitive Processes
        Type: general
      – SubjectFull: Difficulty Level
        Type: general
      – SubjectFull: Problem Solving
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Geometry
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: College Mathematics
        Type: general
      – SubjectFull: Indonesia
        Type: general
    Titles:
      – TitleFull: Mapping Students' Cognitive Load Profiles in Solving Geometric Integral Problems
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Muhammad Muzaini
      – PersonEntity:
          Name:
            NameFull: Fathrul Arriah
      – PersonEntity:
          Name:
            NameFull: Amart Sulong
      – PersonEntity:
          Name:
            NameFull: Andi Kaharuddin
      – PersonEntity:
          Name:
            NameFull: Jumiarti
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 2468-1954
            – Type: issn-electronic
              Value: 2468-4368
          Numbering:
            – Type: volume
              Value: 11
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: European Journal of STEM Education
              Type: main
ResultId 1