Abstract
Subject-method barriers and cognitive load (CL) of students have a particular importance in the complex learning process of scientific inquiry. In this work, we investigate the valid measurement of CL as well as different scaffolds to reduce it during experimentation. Specifically, we examine the validity of a subjective measurement instrument to assess CL [in extraneous cognitive load (ECL), intrinsic cognitive load, and germane cognitive load (GCL)] during the use of multimedia scaffolds in the planning phase of the scientific inquiry process based on a theoretical framework of the CL theory. The validity is analyzed by investigating possible relationships between causal (e.g., cognitive abilities) and assessment (e.g., eye-tracking metrics) factors in relation to the obtained test scores of the adapted subjective measurement instrument. The study aims to elucidate possible relationships of causal factors that have not yet been adequately investigated in relation to CL. Furthermore, a possible, still inconclusive convergence between subjective test scores on CL and objectively measured indicators will be tested using different eye-tracking metrics. In two studies (n=250), 9th and 11th grade students experimentally investigated a biological phenomenon. At the beginning of the planning phase, students selected one of four multimedia scaffolds using a tablet (Study I: n=181) or a computer with a stationary eye-tracking device (Study II: n=69). The subjective cognitive load was measured via self-reports using a standardized questionnaire. Additionally, we recorded students’ gaze data during learning with the scaffolds as objective measurements. Besides the causal factors of cognitive-visual and verbal abilities, reading skills and spatial abilities were quantified using established test instruments and the learners indicated their representation preference by selecting the scaffolds. The results show that CL decreases substantially with higher grade level. Regarding the causal factors, we observed that cognitive-visual and verbal abilities have a significant influence on the ECL and GCL in contrast to reading skills. Additionally, there is a correlation between the representation preference and different types of CL. Concerning the objective measurement data, we found that the absolute fixation number is predictive for the ECL. The results are discussed in the context of the overall methodological research goal and the theoretical framework of CL.
Highlights
Cognitive load (CL) is a theoretical, psychological construct that describes the individual loads of learners during the processing, construction, and memorizing of information (Sweller et al, 2019)
It is assumed that CL is composed of three distinct categories – intrinsic (ICL), extraneous (ECL), and germane cognitive load (GCL; among others Sweller, 1994; Zu et al, 2020)
The results show a significant difference regarding the expression of the Extraneous cognitive load (ECL) and GCL between the learners who used scaffolds with static image and text and those who learned with the video (Tables 10, 11)
Summary
Cognitive load (CL) is a theoretical, psychological construct that describes the individual loads of learners during the processing, construction, and memorizing of (new) information (Sweller et al, 2019). Composing a subjective measurement instrument from established items could lead to a more valid measurement of the three types of cognitive load (ECL, GCL, and ICL). These established self-assessments have mostly been used with university students, whereas research on subjective instruments measuring the different types of CL for middle-school students in instructional teaching-learning settings has been scarce (e.g., van de Weijer-Bergsma and van der Ven, 2021). Regarding the validity testing of a subjective instrument to measure the three types of CL in this study (ICL, ECL, and GCL), the theory-based analysis of possible influences on CL and interactions within the learning environment needs to be investigated (causal factors: environment, task, and learner). The theoretical assumptions between the causal and the assessment factors will be presented first in order to deduct assumptions with regard to the validation of the measurement instrument that will be tested within the performed studies
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