82. Revisiting the Dimensionality of Cognitive Load Theory in the Context of K-12 Programming Learning

• In Event: Gallery Walk & Welcome Reception
  In Poster Session: RTD- Posters

Short Description

Cognitive load theory (CLT) provides influential guidelines for instructional design. The dimensionality of CLT is controversial due to the vague role of Germane Cognitive Load (GCL). We examined these competing factor structures by comparing the traditional triarchic model and two types of dual models through confirmatory factor analyses. Results indicate, in a K-12 programming learning context (n=192), the dual model removing GCL, was the best representation, aligned with a newly proposed CLT framework.

Authors

• Contributor: Chungsoo Na, Utah State University

• Contributor: Lili Yan, Utah State University

• Contributor: Huiruo Chen, University of South Florida

• Contributor: Fan Yang, University of Georgia

• Contributor: Sicheng Jin, University of Georgia