Learners Emphasize Their Intrinsic Load if Asked about It First: Communicative Aspects of Cognitive Load Measurement

Autor/in	Skulmowski, Alexander
Titel	Learners Emphasize Their Intrinsic Load if Asked about It First: Communicative Aspects of Cognitive Load Measurement
Quelle	In: Mind, Brain, and Education, 17 (2023) 3, S.165-169 (5 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.12369
Schlagwörter	Cognitive Processes; Difficulty Level; Measurement; Educational Research; Bias; Questioning Techniques + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Messverfahren; Bildungsforschung; Pädagogische Forschung; Befragungstechnik; Fragetechnik
Abstract	Cognitive load measurement is an important aspect of educational research. Current cognitive load surveys differentiate between intrinsic cognitive load (resulting from the complexity of learning materials) and their extraneous cognitive load (which is increased by a demanding design). In two studies, order effects of cognitive load subscales are demonstrated. Asking learners regarding their intrinsic load first increases their responses concerning this type of load, with little effect on extraneous load ratings. This effect can be replicated even when extraneous load is intentionally induced. This finding has important implications for cognitive load research, as the order of surveys appears to bias cognitive load ratings. As most cognitive load research is conducted to find ways of reducing extraneous load, it may be reasonable to carefully consider whether and when intrinsic load items are included in studies. Generally, the results show that study participants seem to emphasize certain demands, similar to a dialogue. (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