Element interactivity

Originated in Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction, 4(4), 295–312. A central concept of Cognitive load theory.

Q. What does John Sweller mean by “element interactivity”?
A. “The extent to which the elements of a task can be meaningfully learned without having to learn the relations between other elements. Elements interact if they must be assimilated simultaneously. … Elements do not interact if they can be assimilated serially.”

• van Gog, T., Kester, L., Dirkx, K., Hoogerheide, V., Boerboom, J., & Verkoeijen, P. P. J. L. (2015). Testing After Worked Example Study Does Not Enhance Delayed Problem-Solving Performance Compared to Restudy. Educational Psychology Review, 27(2), 265–289
• van Gog, T., & Sweller, J. (2015). Not New, but Nearly Forgotten: The Testing Effect Decreases or even Disappears as the Complexity of Learning Materials Increases. Educational Psychology Review, 27(2), 247–264
• Leahy, W., Hanham, J., & Sweller, J. (2015). High Element Interactivity Information During Problem Solving may Lead to Failure to Obtain the Testing Effect. Educational Psychology Review, 27(2), 291–304
• Chen, O., Castro-Alonso, J. C., Paas, F., & Sweller, J. (2018). Undesirable difficulty effects in the learning of high-element interactivity materials. Frontiers in Psychology, 9

A whole issue in Ed Psy Rev about high element interactivity and the Testing effect: https://link.springer.com/journal/10648/volumes-and-issues/27-2