Use of Eye-Tracking Technology to Investigate Cognitive Load Theory
Abstract
Cognitive load theory (CLT) provides us guiding principles in the design of learning materials. CLT differentiates three different kinds of cognitive load -- intrinsic, extraneous and germane load. Intrinsic load is related to the learning goal, extraneous load costs cognitive resources but does not contribute to learning. Germane load can foster learning. Objective methods, such as eye movement measures and EEG have been used measure the total cognitive load. Very few research studies, if any, have been completed to measure the three kinds of load separately with physiological methods in a continuous manner. In this current study, we will show how several eye-tracking based parameters are related to the three kinds of load by having explicit manipulation of the three loads independently. Participants having low prior knowledge regarding the learning material participated in the study. Working memory capacity was also measured by an operation memory span task.
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.
The research examines working memory constraints, which form the theoretical basis for cognitive load theory.
Contains implications for instructional design and how to structure learning materials effectively.
Key Findings
Cognitive load theory (CLT) provides us guiding principles in the design of learning materials. CLT differentiates three different kinds of cognitive load — intrinsic, extraneous and germane load. Intrinsic load is related to the learning goal, extraneous load costs cognitive resources but does not contribute to learning. Germane load can foster learning. Objective methods, such as eye movement measures and EEG have been used measure the total cognitive load. Very few research studies, if any, …