Difficulty as a Proxy for Measuring Intrinsic Cognitive Load Item
Abstract
Cognitive load is key to ensuring an optimal learning experience. However, measuring the cognitive load of educational tasks typically relies on self-report measures which has been criticized by researchers for being subjective. In this study, we investigated the feasibility of using item difficulty parameters as a proxy for measuring cognitive load in an online learning platform. Difficulty values that were derived using item-response theory were consistent with theories of how intrinsic and extraneous load contribute to cognitive load. This finding suggests that we can use item difficulty to represent intrinsic load when modelling cognitive load in learning games.
Summary
Relevance to Cognitive Load Theory
This paper addresses the different types of cognitive load (intrinsic, extraneous, germane) which are central to understanding how instructional design can optimize learning.
Key Findings
Cognitive load is key to ensuring an optimal learning experience. However, measuring the cognitive load of educational tasks typically relies on self-report measures which has been criticized by researchers for being subjective. In this study, we investigated the feasibility of using item difficulty parameters as a proxy for measuring cognitive load in an online learning platform. Difficulty values that were derived using item-response theory were consistent with theories of how intrinsic and ex…