This study examined how instructional librarians can incorporate principles from cognitive load theory to engage students in research and improve learning outcomes for a common library instructional delivery model. The study employed a between-subjects, quasi-experimental design to compare how instructional sessions would impact information literacy competency and response time, using a dual-task measurement of cognitive load. The results of this study indicated there are limited gains in competency following instruction via this delivery model and participants disengaged from the primary task, indicating a need for future research into motivational design when cognitive capacity is strained.

这项研究探讨了教学图书馆员如何结合认知负荷理论的原理，使学生参与研究并改善公共图书馆教学交付模型的学习成果。该研究采用受试者之间的准实验设计，通过对认知负荷的双重任务测量，比较教学会议将如何影响信息素养能力和响应时间。这项研究的结果表明，通过这种传递模型进行指导后，胜任能力有限，并且参与者脱离了主要任务，这表明当认知能力紧张时，有必要对动机设计进行进一步的研究。