The Influence of Cognitive Load and Learning Styles on Personalized Learning Outcomes: An Untapped Variable Perspective

Abstract

The complex relationship between cognitive load and learning styles is dissected in this research to provide light on how these factors interact to affect individualized learning outcomes in the Saudi Arabian classroom. The present research uses a quantitative approach to examine the intricate connection between cognitive load and pedagogical strategies among a sample of 100 students and 50 teachers from various academic settings. The idea of cognitive load may be broken down into three different yet interrelated classes: intrinsic, extraneous, and relevant. The idea of "learning styles" is a multifaceted one that is encountered in the study of educational pedagogy. A few examples of these dimensions are the contrast between doing and thinking about learning, between using one's senses and one's intuition, between using pictures and words, and between taking a step-by-step approach and a more global view. The present study endeavors to shed light on the complex interplay between these variables by means of a thorough examination. The findings illuminate the importance of effectively managing cognitive burden and the value of accommodating diverse learning style preferences for optimizing the efficacy of personalized learning.