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Limitations of subjective cognitive load measures in simulation-based procedural training
Laura M Naismith1,2, Jeffrey J H Cheung1, Charlotte Ringsted1,3
1Wilson Centre, University Health Network and University of Toronto, Toronto, Ontario, Canada.
Medical Education
|July 9, 2015
Summary
Measures of intrinsic cognitive load, like mental effort and task difficulty, are interchangeable in simulation training. However, current tools do not fully capture extraneous or germane cognitive load, impacting learning and performance assessments.
Area of Science:
- Medical Education
- Cognitive Psychology
- Instructional Design
Background:
- Effective simulation-based training requires accurate cognitive load measurement.
- Cognitive Load Theory (CLT) guides instructional design optimization.
- This study examines cognitive load measures in procedural skills training.
Purpose of the Study:
- To assess the relationships between common cognitive load measures.
- To evaluate how well these measures reflect participants' experiences.
- To inform the instructional design of simulation-based training.
Main Methods:
- Mixed-methods study with 38 medical residents.
- Utilized Paas Cognitive Load Scale, NASA-TLX, and a novel CLC questionnaire.
- Assessed intrinsic, extraneous, and germane cognitive load components.
- Correlations analyzed quantitative data; interviews explored qualitative perceptions.
Main Results:
- Total cognitive load scores varied significantly by assessment tool.
- Poor agreement observed between Paas Scale and NASA-TLX.
- Intrinsic cognitive load correlated with mental effort, demand, and task complexity.
- Questionnaires did not capture extraneous and germane cognitive load themes.
Conclusions:
- Paas Scale, NASA-TLX, and CLC are interchangeable for intrinsic cognitive load.
- These tools are not interchangeable for measuring total cognitive load.
- Further research is needed to measure extraneous and germane cognitive loads effectively.
