Optimizing Pedagogical Pathways: Addressing the Cognitive Load Challenges in STEM Education through Adaptive Learning Systems

Abstract

Addressing the cognitive load in STEM education is crucial for enhancing student engagement and performance. This study develops a novel adaptive learning system methodology that systematically reduces cognitive overload by realigning pedagogical strategies with learner capacities. Through a mixed-methods approach, encompassing both qualitative case studies and quantitative assessments, we evaluate the system's efficacy across diverse educational settings. The findings show significant improvements in students’ problem-solving skills and conceptual understanding, proving the system’s robustness in varied instructional landscapes.