The design and mechanisms of preparation-for-learning from a cognitive load perspective

Start date: 1 October 2026
End date: 30 September 2029
Funding: Deutsche Forschungsgemeinschaft (DFG)
Value: €305,000
Primary investigator: Dr Ouhao Chen
External co-investigators: Professor Dr. Inga Glogger-Frey, University of Erfurt (German PI), Professor Katharina Loibl (University of Freiburg); Professor Alexander Renkl (University of Freiburg); Professor Lennart Schalk (Switzerland)
Postgraduate students: Viktoria Rösner (University of Erfurt)

The project findings contribute to the current debate on the role of student-led learning (problem-based approaches) as opposed to teacher-led instruction (CLT), and thus to the integration of two competing theoretical approaches. It also lays the foundations for a nuanced understanding of why preparatory methods are effective and how they can be designed to maximise learning outcomes, thereby providing impetus for the psychology of teaching and learning and for practice.