A Systematic Meta-analysis of the Reliability and Validity of Subjective Cognitive Load Questionnaires in Experimental Multimedia Learning Research

Krieglstein, Felix; Beege, Maik; Rey, Günter Daniel; Ginns, Paul; Krell, Moritz; Schneider, Sascha

doi:10.1007/s10648-022-09683-4

Cited by 40 publications

(35 citation statements)

References 212 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The German-speaking self-report scales from Krell ([ 25 ]) were used to measure how learners perceived the task-inherent load (mental load) and managed the task-inherent load (mental effort). Hereby, subjective measures are frequently used in cognitive load research compared with physiological or dual-task methods ([ 96 ]). In line with recent findings from Klepsch and Seufert ([ 27 ]), the construct mental load is rather a passive part representing the amount to which the task complexity can burden working memory capacity.…”

Section: Methodsmentioning

confidence: 99%

Successful learning with whiteboard animations – A question of their procedural character or narrative embedding?

Schneider¹,

Krieglstein²,

Beege³

et al. 2023

Heliyon

Self Cite

View full text Add to dashboard Cite

Section: Methodsmentioning

confidence: 99%

Successful learning with whiteboard animations – A question of their procedural character or narrative embedding?

Schneider¹,

Krieglstein²,

Beege³

et al. 2023

Heliyon

Self Cite

View full text Add to dashboard Cite

“…In our final set of analyses, we put these pieces together by testing serial mediation models proposed in Hypothesis 5. We explore models in which the effect of learning by noninteractive teaching treatments (i.e., teaching to the camera, a student, and a group) on learning outcomes (i.e., retention and transfer test score) is serially mediated by minimizing negative impacts on distraction during teaching (e.g., exemplified by ratings of anxiety or extraneous cognitive load during teaching, e.g., Krieglstein et al, 2022) and maximizing positive impacts on generative processing during teaching (e.g., exemplified by the number of idea units generated, e.g., Jacob et al, 2020).…”

Section: Resultsmentioning

confidence: 99%

Improving learning-by-teaching without audience interaction as a generative learning activity by minimizing the social presence of the audience.

Wang¹,

Cheng²,

Mayer³

2023

Journal of Educational Psychology

View full text Add to dashboard Cite

Learning-by-teaching is a generative learning strategy in which students are asked to teach what they are learning to others (Fiorella & Mayer, 2015). In this study, college students watched a multimedia lesson on chemical synaptic transmission with instructions that afterward they would explain the materials by making a lecture video (teach-to-camera condition), explain to a student face-to-face (teach-to-student condition), or explain to seven students face-to-face (teach-to-group condition), and then they engaged in the corresponding teaching activity, respectively. Compared to the other two groups, the teach-to-camera condition performed significantly better on a transfer test, reported significantly lower social presence, experienced significantly lower arousal as measured by pulse rate, and engaged in significantly more generative processing via quality explanations, which were measured by a number of idea units, elaboration statements, and monitoring statements. The teach-to-camera condition significantly outperformed the teach-to-group condition on a retention test and reported significantly lower state anxiety, teaching difficulty, and cognitive load during teaching than the teach-to-group condition. The relation between audience presence and learning outcome was mediated by the negative impacts of distraction during teaching (e.g., anxiety or extraneous cognitive load ratings) and the positive impacts of generative processing during teaching (e.g., number of idea units generated). Teaching to an imaginary audience via video is more effective for learning than teaching to a student or group of students because it minimizes distraction while freeing up the capacity to increase active generative processing. Educational Impact and Implications StatementLearning from a multimedia lesson can be improved when students are asked to teach the lesson to another student. However, teaching face-to-face to a physically present audience can evoke excessive negative emotional arousal (e.g., stress, fear, worrying thoughts, anxiety, and nervousness), which distracts the student from making sense of the material thereby impairing learning. Teaching to an imaginary audience in one's mind in front of a video camera (i.e., by recording an instructional video) reduces these negative effects, improves deeper processing of the material, and facilitates better test performance.

show abstract

“…However, there is empirical evidence that the rating of cognitive load depends on certain personal and situational aspects, such as the timing of the measurement (Brünken et al, 2010) and subjective internal standards for evaluating current load state (Klepsch et al, 2017). Furthermore, multidimensional measures of cognitive load often show significant correlations between different types of cognitive load (e.g., ICL and ECL), which seems inconsistent with the additivity hypothesis of the cognitive load theory (Krieglstein et al, 2022).…”

Section: Measuring Cognitive Load: Self-reports and Pupillometrymentioning

confidence: 97%

“…Generally, the different approaches all show strengths and weaknesses (see Brünken et al, 2010). In educational research, subjective ratings of cognitive load are the most frequently used approach (e.g., Schmeck et al, 2015;Krieglstein et al, 2022). In these approaches, the learner is asked, in most cases retrospectively, to rate the perceived amount of cognitive load on a Likert scale while working on a task.…”

Section: Measuring Cognitive Load: Self-reports and Pupillometrymentioning

confidence: 99%

“…In addition, the retrospective rating does not disturb the learning process and impose load by itself, which may be the case in other approaches such as dual-task measures (Brünken et al, 2010). A recent meta-analysis concluded that self-reports of perceived cognitive load also are a valid and reliable measure (Krieglstein et al, 2022). However, there is empirical evidence that the rating of cognitive load depends on certain personal and situational aspects, such as the timing of the measurement (Brünken et al, 2010) and subjective internal standards for evaluating current load state (Klepsch et al, 2017).…”

Section: Measuring Cognitive Load: Self-reports and Pupillometrymentioning

confidence: 99%

See 1 more Smart Citation

Pupil dilation as cognitive load measure in instructional videos on complex chemical representations

2023

View full text Add to dashboard Cite

This secondary analysis of an earlier eye-tracking experiment investigated how triangulating changes in pupil dilation with student-self reports can be used as a measure of cognitive load during instructional videos with complex chemical representations. We incorporated three signaling conditions, dynamic, static and no signals, into instructional videos to purposefully alter cognitive load. Our results indicate that self-reported extraneous cognitive load decreased for dynamic signals compared to static or no signals, while intrinsic cognitive load was not affected by the signaling condition. Analysis of pupil dilation show significantly larger pupils for dynamic signals as compared to the other two conditions, suggesting that when extraneous cognitive load decreased, students still engaged cognitively with the task. Correlation analyses between measures were only significant for pupil dilation and extraneous cognitive load, but not pupil dilation and intrinsic cognitive load. We argue that beneficial design choices such as dynamic signals lead to more working memory capacity that can be leveraged toward learning. These findings extend previous research by demonstrating the utility of triangulating self-report and psychophysiological measures of cognitive load and effort.

show abstract

A Systematic Meta-analysis of the Reliability and Validity of Subjective Cognitive Load Questionnaires in Experimental Multimedia Learning Research

Cited by 40 publications

References 212 publications

Successful learning with whiteboard animations – A question of their procedural character or narrative embedding?

Successful learning with whiteboard animations – A question of their procedural character or narrative embedding?

Improving learning-by-teaching without audience interaction as a generative learning activity by minimizing the social presence of the audience.

Pupil dilation as cognitive load measure in instructional videos on complex chemical representations

Contact Info

Product

Resources

About