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September 30, 2025Journal of Educational Technology and InnovationOpen Access

Optimizing Cognitive Load in Digital Mathematics Textbooks: A Mixed-Methods Study on Content Organization and Application Models

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Authors

MXMao XueYDYi DaiYLYujiao Liu

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Overview

Mixed-methods study reveals gaps in cognitive-aligned design of digital textbooks, suggesting improvements in UI and content organization.

Key Points

  • Enhanced knowledge retention by 34% was observed post-intervention compared to traditional textbooks.
  • Critical gaps included navigation intuitiveness (71.3%) and interactive affordance deficiency (68.9%) among teachers and students.
  • A mixed-methods approach highlighted issues like content fragmentation and passive multimodal resources restricting effective learning.
  • Innovated strategies included using a framework based on cognitive load theory to improve digital textbook design for better learning outcomes.

Cite This Study

Xue et al. (2025) studied this question.

synapsesocial.com/papers/68dc1e3f8a7d58c25ebb20e0https://doi.org/10.61414/pxn87q66
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Also Consider

Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context:

  1. 1Cognitive Load Theory: Implications for Instructional Design in Digital Classrooms2024 · 46 citations
  2. 2An Overview of the Study of Cognitive Load Theory in Mathematics Education2024
  3. 3The Effect of an Instruction Designed by Cognitive Load Theory Principles on 7th Grade Students’ Achievement in Algebra Topics and Cognitive Load2012 · 10 citations
  4. 4INCLUSIVE MATHEMATICS CLASSROOM PRACTICES FOR CHILDREN WITH DIVERSE LEARNING NEEDS FROM THE PERSPECTIVE OF COGNITIVE LOAD THEORY2024 · 4 citations
  5. 5Application of Cognitive Load Theory in Instructional Design of Online Courses at Pre-Service Teachers' Training Programs: A Qualitative Cross-Case Evaluation2026