Summary of Skulmowski (2024)

Background & Existing Knowledge Activity-based learning is a widely used instructional method, but it is not without its risks. Issues such as cognitive overload and the potential for activities to become secondary tasks can undermine the learning process.

New Insights from This Study

• Complex activities that require learners to generate tangible products, like drawings, can become secondary tasks that divert cognitive resources away from the primary learning content.

• Digital implementations of "learning by doing" are particularly susceptible to overwhelming and distracting learners due to the reliance on biologically secondary knowledge.

• When motor activity is not properly integrated into a task, it can lead to problems for learning.

Practical Applications

• Reducing Cognitive Load: When designing activities, avoid redundant elements and provide clear, concise guidance to learners to reduce cognitive overload.

• Designing for Digital: Consider how task demands change when shifting from physical to digital environments to properly acknowledge and manage potential increases in cognitive load.

• Strategic Integration of Activity: Ensure that all activities, whether physical or digital, are intentionally designed to support the learning objective rather than becoming a distraction.

Conclusion The review connects educational and cognitive perspectives on activity-based learning to provide models and recommendations relevant for the digital transformation of education.

Reference Skulmowski, A. (2024). Learning by Doing or Doing Without Learning? The Potentials and Challenges of Activity-Based Learning. Educational Psychology Review, 36(28). doi: 10.1007/s10648-024-09869-y.

Suggested Citation Ross, E. M., & Malar, D. B. J. (2025). Activity-based learning challenges. Excellent Educator, 2(18), 8.