Abstract
Abstract
For more than three decades, cognitive load theory has been addressing learning from a cognitive perspective. Based on this instructional theory, design recommendations and principles have been derived to manage the load on working memory while learning. The increasing attention paid to cognitive load theory in educational science quickly culminated in the need to measure its types of cognitive load — intrinsic, extraneous, and germane cognitive load which additively contribute to the overall load. In this meta-analysis, four frequently used cognitive load questionnaires were examined concerning their reliability (internal consistency) and validity (construct validity and criterion validity). Results revealed that the internal consistency of the subjective cognitive load questionnaires can be considered satisfactory across all four questionnaires. Moreover, moderator analyses showed that reliability estimates of the cognitive load questionnaires did not differ between educational settings, domains of the instructional materials, presentation modes, or number of scale points. Correlations among the cognitive load types partially contradict theory-based assumptions, whereas correlations with learning-related variables support assumptions derived from cognitive load theory. In particular, results seem to support the three-factor model consisting of intrinsic cognitive load, extraneous cognitive load, and germane cognitive load. Results are discussed in relation to current trends in cognitive load theory and recommendations for the future use of cognitive load questionnaires in experimental research are suggested.
Funder
Technische Universität Chemnitz
Publisher
Springer Science and Business Media LLC
Subject
Developmental and Educational Psychology
Reference229 articles.
1. Adams, H. F. (1936). Validity, reliability, and objectivity. In W. R. Miles (Ed.), Psychological studies of human variability (pp. 329–350). American Psychological Association; Psychological Review Company. https://doi.org/10.1037/13516-024
2. *Albus, P., Vogt, A., & Seufert, T. (2021). Signaling in virtual reality influences learning outcome and cognitive load. Computers & Education, 166, 104154. https://doi.org/10.1016/j.compedu.2021.104154
3. Al Khatib, S. A. (2010). Meta-cognitive self-regulated learning and motivational beliefs as predictors of college students’ performance. International Journal for Research in Education, 27, 57–71.
4. Almanasreh, E., Moles, R., & Chen, T. F. (2019). Evaluation of methods used for estimating content validity. Research in Social and Administrative Pharmacy, 15, 214–221. https://doi.org/10.1016/j.sapharm.2018.03.066
5. Alpizar, D., Adesope, O. O., & Wong, R. M. (2020). A meta-analysis of signaling principle in multimedia learning environments. Educational Technology Research and Development, 68, 2095–2119. https://doi.org/10.1007/s11423-020-09748-7
Cited by
27 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献