A Comparison of Three Measures of Cognitive Load: Evidence for Separable Measures of Intrinsic, Extraneous, and Germane Load

By Krista E. DeLeeuw, Richard E. Mayer. 2008

545 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/38088da333aa85e0bb5c72d5eff3404b4b74edcf

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In Developmental and Educational Psychology

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Thirty years of research on online learning (2018, background): “…& Paas, 2010; Paas, Tuovinen, Tabbers, & Van Gerven, 2003; Paas, Van Merriënboer, & Adam, 1994), their drawbacks include the need to measure after learning rather than during learning and a reliance on learners to give accurate assessments of their cognitive processes (DeLeeuw & Mayer, 2008).”
Emotional design in multimedia learning: Effects of shape and color on affect and learning (2014, methodology): “These scales have been successfully used in previous research, andwedecided to include both in this study as there is support for the claim that they measure different constructs (DeLeeuw & Mayer, 2008).”
Using Evidence-Based Multimedia to Improve Vocabulary Performance of Adolescents With LD (2014, background): “Specifically, this theory and 12 accompanying instructional design principles provide a framework for designing instruction that meets explicit standards for maximizing a user’s essential cognitive processes, while limiting extraneous cognitive load (DeLeeuw & Mayer, 2008).”
Cognitive Load Theory: How Many Types of Load Does It Really Need? (2011, methodology): “In support of the triarchic model of cognitive load, DeLeeuw and Mayer (2008) made an early attempt to measure separately the three types of cognitive load or, more correctly (considering CTML as the underlying theory), types of cognitive processing.”
Effects of segmenting, signalling, and weeding on learning from educational video (2012, background): “However, finding a single valid measure of cognitive load continues to be a challenge for educational psychologists (DeLeeuw and Mayer 2008 ).”
Explaining the split-attention effect: Is the reduction of extraneous cognitive load accompanied by an increase in germane cognitive load? (2009, methodology): “Both approaches have different advantages and disadvantages and were used in previous cognitive load studies (e.g., Brünken, Plass, & Leutner, 2003; DeLeeuw & Mayer, 2008; Paas, 1992; Whelan, 2006).”
Getting the point: Tracing worked examples enhances learning (2015, background): “On the other hand, DeLeeuw and Mayer (2008) argued that, given cognitive load is a multidimensional construct, it is possible that a certain measure is more sensitive than others to detect changes in a certain type of cognitive load.”
Cognitive Load and Working Memory in Multimedia Learning: Conceptual and Measurement Issues (2019, background): “If the primary task imposes a high cognitive load, performance on the secondary task (e.g., response time) is expected to deteriorate if the primary and secondary tasks tap the same working memory resources (Br€unken, Plass, & Leutner, 2003, Br€unken, Plass, & Leutner, 2004; DeLeeuw & Mayer, 2008).”
Is Mathematical Representation of Problems an Evidence-Based Strategy for Students With Mathematics Difficulties? (2016, background): “Cognitive load theory suggests that the “amount of cognitive processing required for learning at any one time does not exceed the learner’s processing capacity” (DeLeeuw & Mayer, 2008, p. 223).”