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.
Used in syntheses
Questions this source addresses
- How does the timing of practice change what we remember?
- When does mixing different kinds of practice help us learn?
- When should an intelligent tutor make learning harder?
- Why do some things we learn stay with us?
- How can eye-tracking parameters be used to distinguish intrinsic, extraneous, and germane cognitive load as separate, continuous measures rather than a single total load signal?
- How does working memory capacity, measured via an operation span task, relate to eye movement patterns during learning under varying cognitive load conditions?
- What do continuous physiological measures of cognitive load imply for the design of instructional materials aimed at minimizing extraneous load while fostering germane load?
- What experimental manipulations allow intrinsic, extraneous, and germane load to be varied independently when studying learners with low prior knowledge?