Structured Query Language Learning: Concept Map-Based Instruction Based on Cognitive Load Theory

Abstract

Structured query language (SQL) is difficult to master because the execution process of SQL statements is invisible. When learning to construct an SQL query, learners must visualise the evolution process of the intermediate datasets of the SQL statement in working memory, which may burden learners' cognitive load and consequently jeopardise learning outcomes. This study describes the execution process of SQL statements by using concept maps to improve learners' understanding of SQL. An empirical experiment was conducted using two database courses, namely concept map-based and conventional instruction, to examine the relationship between concept maps and the understanding of SQL from a cognitive load theory perspective. The experimental results demonstrated the superiority of concept map-based instruction over conventional instruction because concept map-based instruction reduces extraneous load but increases germane load. Concept map construction facilitated learner engagement and promoted meaningful learning. Studying the instructors' concept maps helped learners follow the cognitive structures used by instructors to perform SQL queries, and enabled them to perceive the execution process of SQL queries relatively easily. These results potentially help educators understand the learning difficulties caused by the declarative nature of SQL and motivating researchers to resolve the inherent problem by considering learners' cognitive processes.

Keywords

• Structured query language (SQL)
• cognitive load theory
• concept maps
• semantic network theory