A Replication of the ICAP Hypothesis: Linking Behavioral Activity to Cognitive Engagement

This study experimentally tests Chi and Wylie’s (2014) Interactive-Constructive-Active-Passive(ICAP) framework, which links observable student behaviors to levels of cognitive engagement. In a controlled lab study, 161 undergraduates were randomly assigned to one of the four ICAP conditions while learning from a text about decision-making theories. Each group completed an aligned learning activity, followed by comprehension and inference tests. Contrary to ICAP predictions, passive learners performed best on learning outcomes, followed by active, interactive, and constructive learners. Course history (a proxy for prior knowledge) significantly predicted learning outcomes, and process measures indicated that cognitive load and task difficulty likely interfered with learning. These findings challenge the theoretical and practical value of the ICAP framework and suggest that boundary conditions—such as task complexity and learner preparedness—should be considered. The study emphasizes the need for further replication and offers implications for designing effective active learning interventions, particularly in non-STEM contexts.