Abstract To address the current challenges in engineering physical chemistry courses,including the imbalance between teaching objectives and actual effectiveness,disconnection between theory and practice,insufficient professional integration,lack of learning motivation,and single assessment method,this study developed a“digital-intelligence-empowered three-tier cognitive load regulation”strategy based on the cognitive load theory framework and the 2024 Engineering Education Accreditation standards.This approach entails controlling intrinsic cognitive load,reducing extraneous cognitive load,and optimizing germane cognitive load.Implementation results demonstrate the significant reduction in students’ intrinsic/extraneous cognitive loads,enhancement of germane cognitive load and marked improvement in academic performance and course objective attainment.These outcomes validate the feasibility of applying cognitive load theory to digital-intelligence-empowered teaching reform in engineering physical chemistry.This study also provides practical references for interdisciplinary curriculum reform under the background of engineering education accreditation.
YANG Xiao-Min, LIU Jian-Ping, WU Xiao-Xin, ZHONG Yun. Digital Intelligence Empowerment Teaching Strategies for Engineering Physical Chemistry Based on Cognitive Load Theory[J]. Chinese Journal of Chemical Education, 2026, 47(2): 79-83.
