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.
Questions this source addresses
- How can item-response theory be used to derive difficulty parameters that serve as a proxy for intrinsic cognitive load?
- What are the implications of using difficulty-derived load estimates for modelling cognitive load in learning games?
- What evidence links item difficulty values to existing theories of intrinsic versus extraneous cognitive load?
- Why are self-report measures of cognitive load considered problematic, and what alternative does item difficulty offer?