The effect of embedded structures on cognitive load for novice learners during block-based code comprehension.

Background: Coding has become an integral part of STEM education. However, novice learners face difficulties in processing codes within embedded structures (also termed nested structures). This study aimed to investigate the cognitive mechanism underlying the processing of embedded coding structures based on hierarchical complexity theory, which suggests that more complex hierarchies are involved in embedded versus sequential coding structures. Hierarchical processing is expected to place a great load on the working memory system to maintain, update, and manipulate information. We therefore examined the difference in cognitive load induced by embedded versus sequential structures, and the relations between the difference in cognitive load and working memory capacity. Results: The results of Experiment 1 did not fully support our hypotheses, possibly due to the unexpected use of cognitive strategies and the way stimuli were presented. With these factors well controlled, a new paradigm was designed in Experiment 2. Results indicate that the cognitive load, as measured by the accuracy and response times of a code comprehension task, was greater in embedded versus sequential conditions. Additionally, the extra cognitive load induced by embedded coding structures was significantly related to working memory capacity. Conclusions: The findings of these analyses suggest that processing embedded coding structures exerts great demands on the working memory system to maintain and manipulate hierarchical information. It is therefore important to provide scaffolding strategies to help novice learners process codes across different hierarchical levels within embedded coding structures. [ABSTRACT FROM AUTHOR]