Understanding instructional design effects by differentiated measurement of intrinsic, extraneous, and germane cognitive load

Abstract

Instructional design deals with the optimization of learning processes. To achieve this, three aspects need to be considered: (1) the learning task itself, (2) the design of the learning material, and (3) the activation of the learner’s cognitive processes during learning. Based on Cognitive Load Theory, learners also need to deal with the task itself, the design of the material, and the decision on how much to invest into learning. To link these concepts, and to help instructional designers and teachers, cognitive load during learning needs to be differentially measured. This article reviews studies using a questionnaire to measure intrinsic, extraneous and germane cognitive load in order to provide evidence for the instruments’ prognostic validity. Six exemplary studies from different domains with different variations of the learning material were chosen to show that the theoretically expected effects on different types of load are actually reflected in the learners’ answers in the questionnaire. Major hypotheses regarding the different load types were (1) variations in difficulty are reflected in the scale on intrinsic cognitive load, (2) variations in design are reflected in the scale on extraneous cognitive load, and (3) variations in enhancing deeper learning through activation of cognitive processes are reflected in the scale on germane cognitive load. We found prognostic validity to be good. The review concludes by discussing the practical and theoretical implications, as well as pointing out the limitations and needs for further research.

Measuring the Cognitive Load of Learning to Program: A Replication Study

“…We agree with authors such as Klepsch et al [29,30] that measuring a third, engagement-related construct is meaningful. That construct may not be a discrete source of cognitive load, however.…”

Making an Effort Versus Experiencing Load

“…However, none of these studies used a specific measure for germane load but only deduced their interpretation by combining measures of mental effort with learning outcome measures. Only in two studies reported by Klepsch and Seufert (2020), effects of germane load-inducing instructions were revealed by using the germane cognitive load scale of the differentiated questionnaire by Klepsch et al (2017). This leads to the assumption that if GCL increases, then the scores on the active load item should also increase, which gives us another scoring inference.…”

“…Overall, there are several instructional means with which the different types of load can be elicited. Besides the theoretical arguments, there are also empirical studies confirming these effects, but only a few measured the effects with differentiated measures of load (e.g., Klepsch and Seufert, 2020).…”

Learning From Instructional Videos: Learner Gender Does Matter; Speaker Gender Does Not

“…This is the reason why we investigated all the three types of load, as particularly these actively invested resources could be affected by social cues and the effects of gender similarity. Thus, with this differentiated measurement approach, we strive at specifying which aspects of the design affect which aspect of the cognitive affordances in terms of cognitive load (Klepsch and Seufert, 2020).…”