Measuring Load on Working Memory: The Use of Heart Rate as a Means of Measuring Chemistry Students’ Cognitive Load

Abstract

Information processing provides a powerful model for understanding how learning occurs and highlights the important role that cognitive load plays in this process. In instances in which the cognitive load of a problem exceeds the available working memory, learning can be seriously hindered. Previously reported methods for measuring cognitive load have typically been collected posthoc and can be subjective. More recent methods, however, rely on the collection of physiological data such as blink rate, heat flow, galvanic skin response, or heart rate; these methods address many of the shortcomings associated with more traditional techniques. This manuscript presents our attempts to validate the use of heart rate as a means of measuring changes in cognitive load in chemistry students and faculty.