Caution in Activity-Based Learning

 Summary of Skulmowski (2024)

Background & Existing Knowledge
Learning-by-doing is widely praised, yet overloading learners with tasks may hinder outcomes. Not all activities lead to effective learning.

New Insights from This Study
✔ Activity-based learning can cause cognitive overload.
✔ Effective activities require appropriate scaffolding.
✔ Simple gestures (e.g., tracing) often outperform complex tasks.

Practical Applications: How Educators Can Use This Research

Design With Purpose
📌 Avoid overly complex instructions.
📌 Ensure activities align with learning objectives.
📌 Use minimal cognitive load techniques (e.g., pointing, drawing).

Balance Action & Thinking
📌 Prioritize reflection alongside hands-on work.
📌 Distinguish between performance tasks and learning activities.
📌 Prevent “doing without learning.”

Digital Adaptation
📌 Adjust EL for online formats to reduce extraneous load.
📌 Account for learner differences in digital environments.
📌 Blend embodied learning with generative strategies.

Conclusion
Activity-based learning is powerful when well-designed, but poorly structured tasks can overwhelm learners and reduce learning gains.

Reference
Skulmowski, A. (2024). Learning by Doing or Doing Without Learning? Educational Psychology Review, 36, 28. https://doi.org/10.1007/s10648-024-09869-y

Suggested Citation
Ross, E. M., & Malar, D. B. J. (2025). Caution in Activity-Based Learning. Excellent Educator, 2(8), 8.