The Impact of Nonlinear Learning on Cognitive Load in Student Rock Climbers: A Comparison of Theoretical and Practical Tasks
Keywords:
Cognitive load, Knowledge acquisition, Nonlinear learning, Sports educationAbstract
This study investigated the comparative effects of nonlinear and linear pedagogical approaches on theoretical knowledge acquisition and practical sport climbing performance. A total of 157 university students were randomly assigned to either a nonlinear or linear learning condition. Theoretical knowledge was measured using a standardized test, practical skills were evaluated through International Federation of Sport Climbing (IFSC) competition scoring, and cognitive load was assessed using the Cognitive Load Scale. Results from a one-way analysis of variance (ANOVA) indicated that participants in the nonlinear learning environment achieved significantly higher theoretical knowledge, F(1, 198) = 26.43, p < .01, and demonstrated improved practical climbing performance, F(1, 198) = 9.30, p < .01. Correlation analyses revealed positive associations between nonlinear environments and germane load for theoretical tasks (r = .179, p = .0028) and practical tasks (r = .358, p < .01). A negative correlation between knowledge application and learning environment (r = -.206, p = .001) suggested that nonlinear learning more effectively supports higher-order application skills. Nonlinear environments were also linked to increased germane load (r = .179, p = .0028) and reduced extraneous load (r = -.182, p = .001). Overall, findings indicate that nonlinear learning enhances both theoretical and practical outcomes through greater cognitive engagement and personalization. Educators are encouraged to integrate nonlinear elements into instructional design, and future research should examine these impacts longitudinally across diverse subjects.
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