Guidelines for Choosing Cognitive Load Measures in Perceptually Rich Environments

Autor/in	Skulmowski, Alexander
Titel	Guidelines for Choosing Cognitive Load Measures in Perceptually Rich Environments
Quelle	In: Mind, Brain, and Education, 17 (2023) 1, S.20-28 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Skulmowski, Alexander)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1751-2271
DOI	10.1111/mbe.12342
Schlagwörter	Cognitive Processes; Difficulty Level; Measurement; Measurement Techniques; Learning Processes; Simulated Environment; Computer Simulation + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Messverfahren; Messtechnik; Learning process; Lernprozess; Künstliche Umwelt; Computergrafik; Computersimulation
Abstract	Cognitive load measurement is a methodological issue of high importance in all learning settings involving a high perceptual richness, such as virtual and augmented reality. As a result of the growing number of cognitive load measurement methods and surveys, it can be difficult to choose the optimal measurement instrument for learning tasks in perceptually rich environments. Current research suggests that survey-based methods do not necessarily have to be less valid than physiological measures. Furthermore, in several studies, single-item measures of cognitive load have shown a high negative correspondence with learning outcomes. A trend toward a more fine-grained analysis of different components of cognitive load can be observed, but the ability to detect cognitive load depends on selecting an appropriate survey for the specific task. Based on this narrative overview on current developments in cognitive load measurement, recommendations for deciding on a cognitive load measurement method are given. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01