Development and Validation of a Theory-Based Questionnaire to Measure Different Types of Cognitive Load

Autor/inn/en	Krieglstein, Felix; Beege, Maik; Rey, Günter Daniel; Sanchez-Stockhammer, Christina; Schneider, Sascha
Titel	Development and Validation of a Theory-Based Questionnaire to Measure Different Types of Cognitive Load
Quelle	In: Educational Psychology Review, 35 (2023) 1, Artikel 9 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Krieglstein, Felix)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-023-09738-0
Schlagwörter	Test Construction; Test Validity; Questionnaires; Cognitive Processes; Difficulty Level; Psychometrics; Factor Analysis + Suchen Sie Ihr Suchwort? Testaufbau; Testvalidität; Fragebogen; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Psychometry; Psychometrie; Faktorenanalyse
Abstract	According to cognitive load theory, learning can only be successful when instructional materials and procedures are designed in accordance with human cognitive architecture. In this context, one of the biggest challenges is the accurate measurement of the different cognitive load types as these are associated with various activities during learning. Building on psychometric limitations of currently available questionnaires, a new instrument for measuring the three types of cognitive load--intrinsic, extraneous, and germane cognitive load--is developed and validated relying on a set of five empirical studies. In Study 1, a principal component analysis revealed a three-component model which was subsequently confirmed using a confirmatory factor analysis (Study 2). Finally, across three experiments (Studies 3-5), the questionnaire was shown to be sensitive to changes in cognitive load supporting its predictive validity. The quality of the cognitive load questionnaire was underlined by satisfactory internal consistencies across all studies. In sum, the proposed questionnaire can be used in experimental settings to measure the different types of cognitive load in a valid and reliable manner. The construction and validation process of the questionnaire has also shown that the construct germane cognitive load remains controversial concerning its measurement and theoretical embedding in cognitive load theory. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01