Subjective cognitive load surveys lead to divergent results for interactive learning media
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Cognitive load theory assumes that cognitive demands that arise from the design of learning materials (known as extraneous load) are major obstacles in the learning process with (digital) media. Interactive digital media allow learners to utilize complex learning materials that respond to user input. However, recent research on cognitive load measurement has led to the question whether different survey instruments produce different measurements for extraneous load generated by interactive learning media. In a laboratory experiment, we investigated this question using digital visualizations. Most importantly, we found that two cognitive load questionnaires revealed divergent results regarding the extraneous load involved in learning with interactive visualizations. This finding indicates that different questionnaires may be needed for different types of tasks in technology-enhanced learning settings. A more fundamental implication is that there needs to be greater consideration of different types of extraneous load.
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Some studies using only minor forms of interactivity resulted in higher levels of extraneous load, lowered learning performance, or both.
“On one hand, some studies in which only minor forms of interactivity were used resulted in higher levels of extraneous load, a lowered learning performance, or both.”
From Understanding Cognitive Load in Digital and Online Learning: a New Perspective on Extraneous Cognitive Load (2022) · cites this paper as Skulmowski & Rey, 2020a
Extraneous load can be divided into different components that might require different measurement strategies.
“Newer research highlights that extraneous load can be divided into different components that might require different measurement strategies (Hollender et al., 2010; Skulmowski & Rey, 2020a).”
From Understanding Cognitive Load in Digital and Online Learning: a New Perspective on Extraneous Cognitive Load (2022) · cites this paper as Skulmowski & Rey, 2020a
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Cited by
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Skulmowski, A., & Xu, K. M. (2022) · Educational Psychology Review · doi:10.1007/s10648-021-09624-7 · Cited by 678 · see citing works
Self-citationSkulmowski, A., & Rey, G. D. (2020) · Human Behavior and Emerging Technologies · doi:10.1002/hbe2.190 · Cited by 50 · see citing works
Self-citation
- Authors
- Skulmowski, A., & Rey, G. D.
- Affiliations
- Chemnitz University of Technology (DE)
- Corresponding author
- Skulmowski, Alexander
- Venue
- Human Behavior and Emerging Technologies
- Publisher
- Wiley
- Published
- 2020-03-02
- Volume
- 2
- Issue
- 2
- Pages
- 149-157
- ISSN
- 2578-1863 (ISSN-L)
- OpenAlex
- W3010594346
- Cited by
- 47
- References
- 15
- Citations by year
- 2026: 6 · 2025: 9 · 2024: 10 · 2023: 6 · 2022: 5 · 2021: 8 · 2020: 3
- FWCI
- 5.32
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Locations
- Human Behavior and Emerging Technologies (publishedVersion, cc-by)
- Funders
- Deutsche Forschungsgemeinschaft (GRK 1780/1)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Education › Online and Blended Learning
- Keywords
- cognitive load, extraneous load, interactive learning media, interactive visualization, technology-enhanced learning, learning materials design
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