The present study investigated the role of a Higher-Order Adjunct Question Package (HAQP) in supporting learners’ germane cognitive load (GCL) within digital learning environments, using two complementary indicators: a self-reported measure of germane cognitive load and knowledge-transfer performance. A total of 126 Mathematics and English teachers participated in the study and were randomly assigned to either an experimental group ( n = 64) or a control group ( n = 62). Through online instruction delivered via Google Forms, all participants viewed four analogical paintings accompanied by explanatory text illustrating principles of effective learning. In the control condition, the interpretation of each painting was directly provided, whereas in the experimental condition the interpretation was replaced by a higher-order multiple-choice question requiring participants to infer the correct interpretation. The question was embedded within a package that involved active responding, feedback, and guidance away from guessing, rather than functioning as a question alone. This package was designed to promote deeper engagement with the visual information. Findings showed that participants in the experimental group reported higher levels on the self-reported GCL measure and demonstrated superior knowledge-transfer performance compared to those in the control group. These results suggest that the HAQP contributes to learning conditions that support germane cognitive load in online instruction, likely by guiding learners’ attention toward conceptually relevant information and reducing engagement with extraneous details.
Alreshidi et al. (Fri,) studied this question.