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Psychometric Properties for Multidimensional Cognitive Load Scale in an E-Learning Environment.

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  • 1Department of Psychology, Ajou University, Suwon 16499, Korea.

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|May 28, 2022
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Summary
This summary is machine-generated.

This study validated a cognitive load scale (CLS) for online higher education, finding it reliable for measuring extraneous, intrinsic, and germane cognitive load. The CLS helps identify learning differences and improve online instruction.

Keywords:
cognitive load scalee-learning systempsychometric propertiesreliabilityvalidity

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Area of Science:

  • Educational Psychology
  • Online Learning Technologies
  • Measurement and Evaluation

Background:

  • Cognitive load significantly impacts learning differences in educational systems.
  • Limited research exists on validated cognitive load measurement tools for online higher education.
  • Existing tools need psychometric evaluation within digital learning environments.

Purpose of the Study:

  • To evaluate the psychometric properties of a cognitive load scale (CLS) in an online higher education setting.
  • To validate the CLS using the Standards for Educational and Psychological Testing framework.
  • To assess the reliability and validity of the CLS for measuring cognitive load components.

Main Methods:

  • Collected data from 800 diverse learners (aged 20-64) at a South Korean cyber-university.
  • Developed and evaluated a CLS comprising extraneous, intrinsic, and germane cognitive load components.
  • Employed exploratory and confirmatory factor analysis, reliability tests (Cronbach's α), validity assessments, and item response theory (IRT).

Main Results:

  • The CLS demonstrated high internal consistency and a robust three-factor structure.
  • Higher extraneous and intrinsic cognitive load correlated with lower academic achievement.
  • Germane cognitive load showed a significant positive association with final exam scores, but not midterm scores.

Conclusions:

  • The validated CLS is a reliable and psychometrically sound tool for assessing cognitive load in online higher education.
  • The CLS aids in understanding learner differences and informing instructional design for online environments.
  • The tool's invariance across gender suggests equitable measurement for diverse student populations.