Assessing Cognitive Load Theory to Improve Student Learning for Mechanical Engineers

Abstract A computer programming class for students of mechanical engineering was redesigned and assessed: Cognitive Load Theory was used to redesign the content; online technologies were used to redesign the delivery. Student learning improved and the dropout rate was reduced. This article reports on both attitudinal and objective assessment: comparing student performance on identical final exams and student reviews. Note is made of improved learning by female and other nontraditional engineering students. This article also reports on two additional teaching strategies that were deployed to improve learning.