Timing and Frequency of Mental Effort Measurement: Evidence in Favour of Repeated Measures

By Tamara van Gog, Femke C. Kirschner, Liesbeth Kester, Fred Paas. 2012

136 citations recorded by the source corpus.

Van Gog, T., Kirschner, F., Kester, L., & Paas, F. (2012). Timing and frequency of mental effort measurement: Evidence in favor of repeated measures. Applied Cognitive Psychology, 26, 833-839. doi:10.1002/acp.2883

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/7c6bd616b955af9f5a62053bf87d95018ff0858b

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Citations in the corpus

Cognitive Load and Working Memory in Multimedia Learning: Conceptual and Measurement Issues (2019, background): “Studies that have compared immediate and delayed ratings of cognitive load have consistently found that delayed ratings yield ratings higher than the average of repeated immediate ratings made during problem solving (Schmeck et al., 2015; van Gog et al., 2012).”
Measuring cognitive load with subjective rating scales during problem solving: differences between immediate and delayed ratings (2015, methodology): “Van Gog et al. (2012) study focused on the cognitive load measures and on the differences between immediate and delayed ratings.”
Measuring Cognitive Load: Are There More Valid Alternatives to Likert Rating Scales? (2021, methodology): “Sixteen weekday problems were used (Sweller, 1993; see also; van Gog et al., 2012) of which eight were low in element interactivity (simple problems) and eight high (complex problems). Table 1 shows an example of a simple and a complex problem in the problem-solving task. The simple problems consist”
The Role of Mental Effort in Fostering Self-Regulated Learning with Problem-Solving Tasks (2020, unknown): “How to improve self-monitoring and self-regulation of problem-solving tasks has received much less attention, and given that the to-be-monitored cognitive processes involved in problem-solving are very different, findings from research on learning lists of items or learning from texts might not gene”