ReviewFrontiers in psychology2026
Optimizing cognitive load in Guzheng learning: a narrative review of demonstration, segmented practice, and feedback scaffolding.
Review in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Learning to play the Guzheng requires learners to coordinate notation, motor control, auditory monitoring, and musical interpretation under substantial attentional constraints. Framed by Cognitive Load Theory (CLT), this narrative review examines how cognitive load may be better managed in Guzheng learning, with particular attention to demonstration, segmented practice, and feedback scaffolding. Literature was identified through Web of Science Core Collection and Scopus, with a main search window from 1 January 2019 to 22 December 2025; earlier studies were retained selectively when foundational to CLT or specific instructional mechanisms. Greater interpretive weight was given to direct Guzheng evidence where available, followed by broader music and instrumental-learning research, while adjacent complex-skill studies were used more cautiously for mechanism-level interpretation. Across the reviewed literature, cognitive load appears to be shaped by both intrinsic task complexity and avoidable extraneous demands, especially split attention, poorly coordinated multimedia presentation, attentional switching during demonstrations, and redundant digital input. Integrated notation, segmented rehearsal, worked examples with fading support, and calibrated feedback appear pedagogically promising, but direct Guzheng-specific evidence remains limited. More research is needed on retention, transfer, learner variation, and the validation of instructional designs grounded in cognitive and educational psychology within Guzheng education.
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