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Abstract Title: Adapting differentiated cognitive load measurement in physics classroom
Abstract: Cognitive Load Theory is a very influential framework in educational psychology. There have been numerous efforts recently to develop and implement a differentiated way to measure the three major independent aspects of cognitive load, namely intrinsic, extraneous, and germane cognitive load to gain insight on how students learn from educational interventions. This study adapts a validated self-reported questionnaire to measure the three aspects of cognitive load on students completing administered in-class tutorials. It verifies the feasibility of such a measurement strategy in an authentic educational context. Collected data shows the adapted questionnaire measures intrinsic and extraneous cognitive load adequately. Further polishing is needed for the items addressing germane cognitive load.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session II
Poster Number: B56
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: Xian Wu
University of Connecticut
Department of Physics
2152 Hillside Road, Unit3046
Storrs, CT 06269
Phone: 8604864915
Co-Author(s)
and Co-Presenter(s)
Diego Valente
University of Connecticut