Development of an instrument for measuring different types of cognitive load

被引：545
|
作者：
Leppink, Jimmie [1 ]
Paas, Fred [2 ,3 ]
Van der Vleuten, Cees P. M. [1 ]
Van Gog, Tamara [2 ]
Van Merrinboer, Jeroen J. G. [1 ]
机构：
[1] Maastricht Univ, Dept Educ Dev & Res, NL-6200 MD Maastricht, Netherlands
[2] Erasmus Univ, Inst Psychol, Rotterdam, Netherlands
[3] Univ Wollongong, Interdisciplinary Educ Res Inst, Wollongong, NSW, Australia
来源：
BEHAVIOR RESEARCH METHODS | 2013年 / 45卷 / 04期
关键词：
Cognitive load; Intrinsic load; Extraneous load; Germane load; Subjective rating scales; MENTAL EFFORT; SELF-EXPLANATION; PERFORMANCE; EXAMPLES; STATISTICS; STRATEGIES; SELECTION;
D O I：
10.3758/s13428-013-0334-1
中图分类号：
B841 [心理学研究方法];
学科分类号：
040201 ;
摘要：
According to cognitive load theory, instructions can impose three types of cognitive load on the learner: intrinsic load, extraneous load, and germane load. Proper measurement of the different types of cognitive load can help us understand why the effectiveness and efficiency of learning environments may differ as a function of instructional formats and learner characteristics. In this article, we present a ten-item instrument for the measurement of the three types of cognitive load. Principal component analysis on data from a lecture in statistics for PhD students (n = 56) in psychology and health sciences revealed a three-component solution, consistent with the types of load that the different items were intended to measure. This solution was confirmed by a confirmatory factor analysis of data from three lectures in statistics for different cohorts of bachelor students in the social and health sciences (ns = 171, 136, and 148), and received further support from a randomized experiment with university freshmen in the health sciences (n = 58).
引用
收藏
页码：1058 / 1072
页数：15
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