To Hear or Not to Hear: Cognitive Load Theory and Learning

ABSTRACT Background: Cognitive load is the amount of information one’s working memory can process at any given time. Key components of cognitive load include germane load, intrinsic load, and extraneous load. Learning is hindered if overload occurs, thus reducing cognitive performance. This study addresses the impact of auditory stimulation on cognitive load through repeated recognition tasks. Methods: Twenty-eight Queen’s University students were recruited and randomly allocated to control and experimental groups who completed the experiment with noise-cancelling headphones and with ambient noise, respectively. The experiment consisted of learning and testing phases. The learning phase involved memorizing a series of words. Subsequently, the testing phase required participants to recall words from the list. Each trial consisted of one learning and one testing phase, with three trials per participant. Cardiovascular measurements were taken prior to the experiment, at the beginning of each phase, and after each trial was completed. Results: Primary outcomes demonstrated that the experimental group experienced greater percent changes in heart rate and rate pressure product, higher perceived mental effort, and greater within-group variation for heart rate compared to controls. Scores decreased as trials progressed. Secondary outcomes showed that the top 33% of participants were less susceptible to changes in heart rate and blood pressure. Overall, four heart rate or blood pressure responders were identified. Conclusions: Exposure to 70 decibels of ambient noise contributes to cognitive load as noted by elevated cardiovascular measure and perceived mental effort. Results can inform educational platforms and hospital logistics.