What does germane load mean? An empirical contribution to the cognitive load theory

Abstract

While over the last decades, much attention has been paid to the mental workload in the field of human computer interactions, there is still a lack of consensus concerning the factors that generate it as well as the measurement methods that could reflect workload variations. Based on the multifactorial Cognitive Load Theory (CLT), our study aims to provide some food for thought about the subjective and objective measurement that can be used to disentangle the intrinsic, extraneous, and germane load. The purpose is to provide insight into the way cognitive load can explain how users' cognitive resources are allocated in the use of hypermedia, such as an online newspaper. A two-phase experiment has been conducted on the information retention from online news stories. Phase 1 (92 participants) examined the influence of multimedia content on performance as well as the relationships between cognitive loads and cognitive absorption. In Phase 2 (36 participants), eye-tracking data were collected in order to provide reliable and objective measures. Results confirmed that performance in information retention was impacted by the presence of multimedia content such as animations and pictures. The higher number of fixations on these animations suggests that users' attention could have been attracted by them. Results showed the expected opposite relationships between germane and extraneous load, a positive association between germane load and cognitive absorption and a non-linear association between intrinsic and germane load. The trends based on eye-tracking data analysis provide some interesting findings about the relationship between longer fixations, shorter saccades and cognitive load. Some issues are raised about the respective contribution of mean pupil diameter and Index of Cognitive Activity.

On the Reliability, Validity and Sensitivity of Three Mental Workload Assessment Techniques for the Evaluation of Instructional Designs: A Case Study in a Third-level Course

“…Intrinsic cognitive load is considered being static, extraneous load should be minimised (Mousavi et al, 1995) and germane load promoted (Debue and van de Leemput, 2014). Cognitive Load Theory, although highly relevant for instructional design and with a plethora of theoretical material that has been published in the last few decades, has a fundamental, open and challenging problem: the measurement of its three cognitive load types (De Jong, 2010;Schnotz and Kürschner, 2007;Paas et al, 2003).…”

Instructional Strategies to Manage Cognitive Load in Orthodontics

“…1,6,9,18,19 Different versions of a task are practiced in a random rather than blocked order. For Example in perspective of Growth & Development if we have to discuss the derivatives of Pharyngeal arches rather than asking them to list the derivatives of each arch, we can ask them to specify that from which pharyngeal arch Ear Osssicles gets derived, from which pharyngeal arches tongue gets derived etc.…”

“…1,6,9,18,19 2. Variability 1,6,9,18,19 Learning is enhanced when the variability of the task/ problem is increased. For Example when discussing management of Thumb Sucking we can discuss its management in different age groups or we can discuss it under the headings of Preventive, Interceptive, comprehensive and surgical Orthodontics.…”

“…1,6,9,18,19 3. Self-Explanation Principle 1,6,9,18,19 Replace separate worked examples or completion tasks with enriched ones containing prompts, asking learners to self-explain the given information. For Example for students learning Orthodontic Biomechanics, present an animation of say V Bend works and provide prompts that ask them to self -explain the underlying mechanisms.…”

“…66.67% and 69.69% of the students responded positively to question no 14 and 15 respectively related to this principle which is in accordance to what is reported in literature. 1,6,9,18,19 4. Imagination 1,6 Learners perform better when asked to imagine a concept or procedure rather than by studying it.…”