Development and Validation of Two Instruments Measuring Intrinsic, Extraneous, and Germane Cognitive Load

Area of Science:

• Educational Psychology
• Cognitive Science
• Measurement Theory

Background:

• Cognitive Load Theory is a significant framework in educational research.
• A key challenge is the lack of validated instruments to measure intrinsic, extraneous, and germane cognitive load.
• Differentiated measurement is crucial for advancing theoretical understanding and practical applications.

Purpose of the Study:

• To develop and validate differentiated measurement instruments for cognitive load.
• To assess the reliability and validity of novel measurement strategies.
• To provide feasible tools for measuring distinct cognitive load aspects.

Main Methods:

• Study 1: Developed and compared 'informed rating' (trained learners) and 'naïve rating' (questionnaire) for measuring cognitive load aspects.
• Study 2: Improved and validated the 'naïve rating' instrument using factor analysis.
• Both studies assessed instrument reliability and validity.

Main Results:

• 'Informed rating' shows promise but is less feasible for large-scale studies.
• The improved 'naïve rating' questionnaire is a useful, feasible, and reliable instrument.
• Ongoing analyses support the conceptual validity of the developed measurement.

Conclusions:

• The improved naïve rating instrument offers a practical solution for measuring differentiated cognitive load.
• This validated instrument can enhance future educational research and instructional design.
• Further research will continue to explore the conceptual validity of these cognitive load measures.