Study on the influencing factors of junior high school students’ cognitive load in the smart classroom environment

To investigate the influencing factors of junior high school students’ cognitive load in the smart classroom environment (SCE), a questionnaire survey was conducted, with eighth-grade junior high school students in a public school in Northwest China as the subjects. Additionally, structural equation modeling was used to verify and analyze the inherent logical relationships among self-efficacy, teacher support, facilitating conditions, and students’ cognitive load in the SCE. The results showed that students’ self-efficacy, teacher support, and facilitating conditions had significant negative effects on students’ extraneous load and significant positive effects on students’ germane load. In addition, facilitating conditions were found to have a significant positive effect on teacher support in the SCE.