Regulating the Load: A Systematic Review of SRL and Metacognitive Strategies in STEM Problem Solving Tasks

Abstract

This systematic review examines how students manage cognitive load during STEM problem solving by using self-regulated learning (SRL) and metacognitive strategies, and how instructional designs can support these attempts. Fourteen empirical studies published since 2010 were thematically analyzed using the SALSA framework and PRISMA guidelines. Based on these studies, the findings suggest that SRL strategies do more than reducing the cognitive load and they also facilitate deeper student engagement by increasing germane cognitive load. The findings are organized according to two research questions. The first focuses on the strategies students use to reduce the cognitive load, which emerge under three themes as "Monitoring & "Evaluation", "Elaboration & Explanation", and "Strategic Regulation". The second focuses on how instructional designs support these strategies particularly through "Metacognitive Activation via Prompting" and "Load Optimization through Multimedia Principles". Overall, the findings reveal that when students are encouraged to reflect, explain, and make conscious choices regarding their existing skills and knowledge, they can better handle the cognitive load of complex STEM tasks. Instructional supports like prompts and multimedia elements help to reduce extraneous load and create space for meaningful learning. These results point to the value of flexible, well-designed learning environments that actively support students in managing their thinking processes.