Learners Emphasize Their Intrinsic Load if Asked About It First: Communicative Aspects of Cognitive Load Measurement

Abstract

Cognitive load measurement is an important aspect of educational research. Current cognitive load surveys differentiate between intrinsic cognitive load (resulting from the complexity of learning materials) and their extraneous cognitive load (which is increased by a demanding design). In two studies, order effects of cognitive load subscales are demonstrated. Asking learners regarding their intrinsic load first increases their responses concerning this type of load, with little effect on extraneous load ratings. This effect can be replicated even when extraneous load is intentionally induced. This finding has important implications for cognitive load research, as the order of surveys appears to bias cognitive load ratings. As most cognitive load research is conducted to find ways of reducing extraneous load, it may be reasonable to carefully consider whether and when intrinsic load items are included in studies. Generally, the results show that study participants seem to emphasize certain demands, similar to a dialogue.

Evaluating an obstetrics and gynecology teaching program for medical students incorporating simulation-based education underpinned by cognitive load theory

“…The order in which the questions were asked in the survey tool used may also have influenced the results, as it has been shown that asking learners about their intrinsic cognitive load (ICL) first, makes them give higher ICL ratings compared to asking them about their extraneous cognitive load (ECL) first ( 40 ). Finally, as far as we know, there is not a defined acceptable cutoff value for the different types of cognitive load we measured using the cognitive load measurement scale we used in our study.…”

Direct effects of cognitive load on self-efficacy during instruction.

“…It also may reflect the challenge of measuring cognitive load given its localized nature in cognitive processing (Kalyuga & Plass, 2018). However, it is also possible that the differential state and trait components within cognitive load measures are influenced by testing effects, such as the consistent grouping of items by targeted load type (intrinsic vs. extraneous) and the consistent sequencing of item groups (Skulmowski, 2023).…”