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Validity of Cognitive Load Measures in Simulation-Based Training: A Systematic Review.
Summary
Cognitive load theory (CLT) in medical training is hindered by inconsistent measures of cognitive load (CL). Improving CL measurement validity is crucial for effective simulation-based learning design.
Area of Science:
- Educational Psychology
- Medical Education Technology
- Human Factors Engineering
Background:
- Cognitive load theory (CLT) offers a framework for instructional design.
- CLT's application in simulation-based medical training faces challenges in replicating multimedia learning findings.
- Inconsistent transferability may stem from issues in measuring cognitive load (CL) during simulations.
Purpose of the Study:
- To review Cognitive Load Theory (CLT) studies in simulation training.
- To assess the validity evidence for various CL measures used in simulation.
- To identify factors influencing the relationship between CL and learning outcomes.
Main Methods:
- Systematic review following PRISMA standards.
- Analysis of 48 studies from multiple databases (MEDLINE, EMBASE, PsycInfo, CINAHL, ERIC).
- Categorization of studies by findings, validity evidence, and statistical comparison of measurement types.
Main Results:
- CL measured via self-report, secondary tasks, physiological indices, and observer ratings across diverse populations.
- Correlations between CL and learning showed variability (positive to negative).
- Overall validity evidence for CL measures was low (mean score 1.55/5); higher validity linked to impaired learning.
Conclusions:
- Inconsistent CL-learning correlations are likely due to measurement validity issues.
- Future research requires rigorous validity documentation and triangulation of CL measures.
- Improved CL measurement will enhance CLT-based instructional design for medical simulation training.
