In Search of a Measure to Address Different Sources of Cognitive Load in Computer-Based Learning Environments

Autor/inn/en	Dönmez, Onur; Akbulut, Yavuz; Telli, Esra; Kaptan, Miray; Özdemir, Ibrahim H.; Erdem, Mukaddes
Titel	In Search of a Measure to Address Different Sources of Cognitive Load in Computer-Based Learning Environments
Quelle	In: Education and Information Technologies, 27 (2022) 7, S.10013-10034 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dönmez, Onur)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-022-11035-2
Schlagwörter	Test Construction; Content Validity; Construct Validity; Test Reliability; Factor Structure; Factor Analysis; Multiple Choice Tests; Achievement Tests; Maximum Likelihood Statistics; Academic Achievement; Cognitive Processes; Difficulty Level; Electronic Learning; Computer Assisted Instruction; Undergraduate Students; Web Based Instruction; Seminars; Conventional Instruction + Suchen Sie Ihr Suchwort? Testaufbau; Testreliabilität; Faktorenstruktur; Faktorenanalyse; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Schulleistung; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Computer based training; Computerunterstützter Unterricht; Web Based Training; Seminar
Abstract	In the current study, we aimed to develop a reliable and valid scale to address individual cognitive load types. Existing scale development studies involved limited number of items without adequate convergent, discriminant and criterion validity checks. Through a multistep correlational study, we proposed a three-factor scale with 13 items to address intrinsic, extraneous and germane cognitive load in computer-based learning environments. A thorough literature search of cognitive load indicators in the literature was followed by expert panels for content and construct validity. The initial item pool was administered to 236 undergraduate students who watched an instructional video on IP address classes. A multiple-choice achievement test was also implemented after the intervention. The exploratory factor analysis with maximum likelihood explained 58 percent of the variance with factor loads above 0.49, and internal consistency coefficients above 0.81. Convergent and discriminant validity indices were acceptable. Besides, achievement was related positively with the germane load and negatively with intrinsic and extraneous load. Fifteen percent of the achievement was explained by the three sources of the cognitive load. Then, the developed factor structure was validated with 193 undergraduate students immediately after they participated in online webinars, and with 99 undergraduate students after they participated in face to face classes. The proposed structure was confirmed in both settings so the scale was considered a reliable and valid indicator of cognitive load in both online and face-to-face learning environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01