The Role of Spatial Ability and Metacognitive Skills in Reducing Cognitive Load in Developmental Psychology Courses

This study investigates the degree to which students' spatial abilities and metacognitive skills forecast their cognitive load in a Developmental Psychology course. Data were gathered utilizing a quantitative associative design through self-administered questionnaires assessing spatial aptitude (Santa Barbara Sense of Direction Scale/SBSOD), metacognitive skills (Metacognition Self-Assessment Scale/MSAS), and cognitive load (Paas Cognitive Load Scale). Data were analyzed via PLS-SEM in SmartPLS 3. The findings demonstrate that spatial ability and metacognitive skills significantly and negatively predict cognitive load (p < .05), indicating that students with enhanced visuospatial processing and self-regulation perceive reduced mental effort when engaging with complex, diagram-intensive material. The findings underscore the necessity of including visuospatial aids (such as organized visual representations and augmented reality/visual media) and metacognitive supports (including prompts, reflection, and self-monitoring practices) to enhance learning efficacy in cognitively challenging courses.