Reexamining Cognitive Load Measures in Real-Classroom Learning: Evidence From Both Subjective and Electroencephalograph Assessment

• In Event: Neural Correlates of Engagement During Learning and Assessment

Abstract

Cognitive load theory is widely used in educational research and instructional design, which heavily relies on the conceptual constructs and instruments of cognitive load measures. Due to its implicit nature, cognitive load is usually measured by other related instruments, such as self-report scales of mental effort or task difficulty. However, simply assuming that these variables will change in a monotonic way may be misleading. To address these concerns, this study investigates the relationship between these concepts in the real-world math classroom with self-report and neurophysiological data. Self-report mental effort was not significantly associated with difficulty level, and they were associated with distinct electroencephalograph (EEG) features. These evidences support the conceptual discrepancies, indicating distinct neurophysiological mechanisms underlying these “similar” constructs.

Authors

• Xiaobo Liu, Tsinghua University

• Yu Zhang, Tsinghua University