Abstract
The aims of this study were to assess the factor structure of a new instrument for the measurement of intrinsic, extraneous and germane cognitive load in a Bosnian sample, to determine the internal consistency of this instrument and to determine whether the instrument predicts learning outcomes. The participants were 75 undergraduate students from the Department of Psychology, University of Sarajevo. Data was collected using the Questionnaire for the Measurement of Intrinsic, Extraneous and Germane Load developed by Leppink, Pass, Van der Vleuten, Van Gog & Van Merrienboer [15] and a Brief Test of Knowledge developed for the purpose of the present study. Results of a confirmatory factor analysis support a three-dimensional model, with the item loadings in the expected manner. The factor structure obtained in our study is consistent with the factor structure reported by Leppink et al. [15]. In addition, the scale items showed good internal consistencies. The results obtained in our study suggest that low intrinsic in combination with high germane scores contribute to learning outcome. High complexity of learning material in combination with not well-organized prerequisite knowledge causes lower investment of germane cognitive resources, i.e. learning process, and consequently lower learning outcome. Overall, despite a relatively small sample size, the results of our study show a clear three-factor structure that corresponded to intrinsic, extraneous and germane cognitive load. The questionnaire could be an important instrument for research practice in domain of CLT. Moreover, the instrument has significant practical value. Educational practitioner can use the instrument in researching and planning their teaching to maximise learning.
Highlights
Cognitive Load Theory (CLT; Paas & van Merriënboer [1], Sweller, van Merriënboer, & Paas [2]) suggests that learning and instruction are most effective under conditions that are aligned with human cognitive architecture
Based on the basic features of cognitive architecture according to research conducted over the last 25 years, Sweller and co-workers developed a comprehensive set of instructional principles that makes instructional design more effective and facilitates learning
We expected that the results obtained in our study will support the three-factor solution, indicating that the instrument does measure different kinds of cognitive load, as well as good internal consistency, indicating good reliability of the instrument
Summary
Cognitive Load Theory (CLT; Paas & van Merriënboer [1], Sweller, van Merriënboer, & Paas [2]) suggests that learning and instruction are most effective under conditions that are aligned with human cognitive architecture. Cognitive architecture includes two main memory systems: working memory and long term memory. Working memory has two major features: very limited capacity to process information at one time and rapid loss of information. If these limits are exceeded, working memory becomes overloaded, instruction becomes ineffective and learning inhibited. The main functions of long-term memory are storage of previously adopted knowledge organized in schemas, and storage of new knowledge and skills. By virtue of knowledge stored in long-term memory during learning, working memory can function more efficiently and deal with much more information. Based on the basic features of cognitive architecture according to research conducted over the last 25 years, Sweller and co-workers developed a comprehensive set of instructional principles that makes instructional design more effective and facilitates learning (see Sweller [3], Pass et al [4], van Merrienboer, Sweller [5] for reviews of the CLT including major features of human cognitive architectures, general instruction implication and specific instructional methods)
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