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.

中文翻译：

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通过对内在，外在和紧密的认知负荷的差异测量来了解教学设计的效果

教学设计涉及学习过程的优化。为此，需要考虑三个方面：（1）学习任务本身；（2）学习材料的设计；（3）在学习过程中激活学习者的认知过程。基于认知负荷理论，学习者还需要处理任务本身，材料的设计以及对学习投入多少的决定。为了链接这些概念，并帮助教学设计者和教师，需要对学习过程中的认知负荷进行差异测量。本文使用问卷调查研究方法，以测量内在，外在和德国人的认知负荷，从而为仪器的预后有效性提供证据。选择了来自不同领域，学习材料不同的六种示例性研究，以表明对不同类型负荷的理论预期效果实际上反映在问卷中学习者的答案中。关于不同负荷类型的主要假设是（1）内在认知负荷的量表反映了难度的变化；（2）内在认知负荷的量表反映了设计的变化；（3）通过以下方法增强深度学习的变化认知过程的激活反映在德国认知负荷量表上。我们发现预后有效性良好。总结通过讨论实际和理论意义以及指出进一步研究的局限性和需求来结束。