Abstract

The cognitive load imposed by instruction is an important consideration for instructional designers. Theoretical models have traditionally divided total cognitive load into intrinsic, extrinsic, and germane load. The 10-item Cognitive Load Inventory (CLI-10) is designed to measure these three types of cognitive load. It is typically administered immediately following a discrete learning activity (e.g., a lecture). This study assesses the properties of the CLI-10 when used to measure the “long-term” cognitive load experienced in a course, over a semester. To do this, the instrument was given to a group of students enrolled in a veterinary anatomy course (N = 94), toward the end of a 13-week semester. Students were asked to indicate the cognitive load they experienced across this course. Confirmatory factor analysis supported the instrument’s three-factor structure when used in this way. Further, the instrument’s three subscales performed well in terms of internal reliability and convergent and discriminant validity.

摘要

教学施加的认知负荷是教学设计者的一个重要考虑因素。理论模型传统上将总认知负荷分为内在、外在和相关负荷。10 项认知负荷量表 (CLI-10) 旨在测量这三种类型的认知负荷。它通常在离散的学习活动（例如，讲座）之后立即进行。本研究评估了 CLI-10 的特性，用于衡量一门课程在一个学期内经历的“长期”认知负荷。为此，该仪器被提供给了一组参加兽医解剖学课程的学生（N = 94)，在为期 13 周的学期即将结束时。要求学生说明他们在本课程中经历的认知负荷。以这种方式使用时，验证性因素分析支持工具的三因素结构。此外，该工具的三个分量表在内部可靠性以及收敛和区分有效性方面表现良好。