Verification of Cognitive Load Theory with Psychophysiological Measures in Complex Problem-Solving
Psychophysiological responses have been studied as objective indicators for measuring a learner’s cognitive load. Previous studies have correlated pupil dilation or fixation length with increased cognitive load. Our aims were to confirm whether these findings could be applied in a general learning c...
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| Published in | The Asia-Pacific education researcher Vol. 29; no. 5; pp. 417 - 429 |
|---|---|
| Main Authors | , |
| Format | Journal Article |
| Language | English |
| Published |
Singapore
Springer Singapore
01.10.2020
Springer Springer Nature B.V |
| Subjects | |
| Online Access | Get full text |
| ISSN | 0119-5646 2243-7908 |
| DOI | 10.1007/s40299-019-00495-9 |
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| Abstract | Psychophysiological responses have been studied as objective indicators for measuring a learner’s cognitive load. Previous studies have correlated pupil dilation or fixation length with increased cognitive load. Our aims were to confirm whether these findings could be applied in a general learning context and to verify the additivity hypothesis of cognitive load theory based on psychophysiological responses. Three responses (i.e., mean pupil diameter, area under the pupil response curve, and sum of fixation duration) were recorded while 94 participants completed a computer-based test. Participants were randomly assigned to low (
n
= 46) or high (
n
= 48) extraneous cognitive load conditions. Because the given test, which consisted of a low and a high task complexity problem, was the same for all participants, the difference in intrinsic cognitive load was compared as a within-subjects factor. Each psychophysiological indicator was calculated and compared under different intrinsic and extraneous cognitive load conditions. The results showed that psychophysiological responses significantly distinguished the differences in intrinsic and extraneous cognitive loads. In addition, the sum of the different types of cognitive loads corresponded to the total cognitive load. Based on the results, further studies are suggested to apply psychophysiological responses as the standard of judgment for different levels of cognitive load. |
|---|---|
| AbstractList | Psychophysiological responses have been studied as objective indicators for measuring a learner's cognitive load. Previous studies have correlated pupil dilation or fixation length with increased cognitive load. Our aims were to confirm whether these findings could be applied in a general learning context and to verify the additivity hypothesis of cognitive load theory based on psychophysiological responses. Three responses (i.e., mean pupil diameter, area under the pupil response curve, and sum of fixation duration) were recorded while 94 participants completed a computer-based test. Participants were randomly assigned to low (n = 46) or high (n = 48) extraneous cognitive load conditions. Because the given test, which consisted of a low and a high task complexity problem, was the same for all participants, the difference in intrinsic cognitive load was compared as a within-subjects factor. Each psychophysiological indicator was calculated and compared under different intrinsic and extraneous cognitive load conditions. The results showed that psychophysiological responses significantly distinguished the differences in intrinsic and extraneous cognitive loads. In addition, the sum of the different types of cognitive loads corresponded to the total cognitive load. Based on the results, further studies are suggested to apply psychophysiological responses as the standard of judgment for different levels of cognitive load. Psychophysiological responses have been studied as objective indicators for measuring a learner’s cognitive load. Previous studies have correlated pupil dilation or fixation length with increased cognitive load. Our aims were to confirm whether these findings could be applied in a general learning context and to verify the additivity hypothesis of cognitive load theory based on psychophysiological responses. Three responses (i.e., mean pupil diameter, area under the pupil response curve, and sum of fixation duration) were recorded while 94 participants completed a computer-based test. Participants were randomly assigned to low ( n = 46) or high ( n = 48) extraneous cognitive load conditions. Because the given test, which consisted of a low and a high task complexity problem, was the same for all participants, the difference in intrinsic cognitive load was compared as a within-subjects factor. Each psychophysiological indicator was calculated and compared under different intrinsic and extraneous cognitive load conditions. The results showed that psychophysiological responses significantly distinguished the differences in intrinsic and extraneous cognitive loads. In addition, the sum of the different types of cognitive loads corresponded to the total cognitive load. Based on the results, further studies are suggested to apply psychophysiological responses as the standard of judgment for different levels of cognitive load. |
| Author | Jo, Il-Hyun Kim, Jeonghyun |
| Author_xml | – sequence: 1 givenname: Il-Hyun surname: Jo fullname: Jo, Il-Hyun organization: Department of Educational Technology, Ewha Womans University – sequence: 2 givenname: Jeonghyun orcidid: 0000-0003-3299-7290 surname: Kim fullname: Kim, Jeonghyun email: naralight@naver.com organization: Edutech Convergence Lab, Ewha Womans University |
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| CitedBy_id | crossref_primary_10_1016_j_compedu_2025_105263 crossref_primary_10_3389_fpsyg_2023_1085567 crossref_primary_10_1109_TCSS_2021_3132957 crossref_primary_10_1080_00140139_2023_2223785 |
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(2004, August). Assessing cognitive load in adaptive hypermedia systems: Physiological and behavioral methods. In International Conference on Adaptive Hypermedia and Adaptive Web-Based Systems (pp. 225–234). Springer, Berlin, Heidelberg. ZhengRCookASolving complex problems: A convergent approach to cognitive load measurementBritish Journal of Educational Technology2012432233246 SeufertTJänenIBrünkenRThe impact of intrinsic cognitive load on the effectiveness of graphical help for coherence formationComputers in Human Behavior20072310551071 KahnemanDBeattyJPupil diameter and load on memoryScience1966154375615831585 Iqbal, S. T., Zheng, X. S., & Bailey, B. P. (2004). Task evoked pupillary response to mental workload in human–computer interaction. In Proceedings of the ACM conference on Human Factors in Computing Systems (pp. 1477–1480). 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(2011, September). Pupil dilation as an index of learning. In Proceedings of the Human Factors and Ergonomics Society Annual Meeting (Vol. 55, No. 1, pp. 237–241). Los Angeles, CA: SAGE. XieBSalvendyGPrediction of mental workload in single and multiple tasks environmentsInternational Journal of Cognitive Ergonomics200043213242 SwellerJElement interactivity and intrinsic, extraneous, and germane cognitive loadEducational Psychology Review2010222123138 SwellerJAyresPKalyugaSCognitive load theory2011New YorkSpringer Becker, S.A., Cummins, M., Davis, A., Freeman, A., Glesinger Hall, C. & Ananthanarayanan, V. (2017). NMC horizon report: 2017 higher Education Edition. Austin, Texas: The New Media Consortium. Retrieved June 23, 2019, from https://www.learntechlib.org/p/174879/. 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| References_xml | – reference: Iqbal, S. T., Zheng, X. S., & Bailey, B. P. (2004). Task evoked pupillary response to mental workload in human–computer interaction. In Proceedings of the ACM conference on Human Factors in Computing Systems (pp. 1477–1480). – reference: De JongTCognitive load theory, educational research, and instructional design: Some food for thoughtInstructional science2010382105134 – reference: BeattyJTask-evoked pupillary responses, processing load, and the structure of processing resourcesPsychological bulletin1982912276 – reference: DebueNvan De LeemputCWhat does germane load mean? An empirical contribution to the cognitive load theoryFrontiers in Psychology201451099112 – reference: SlykhuisDAWiebeENAnnettaLAEye-tracking students' attention to powerpoint photographs in a science education settingJournal of Science Education and Technology2005145–6509520 – reference: SzulewskiAFernandoSMBaylisJHowesDIncreasing pupil size is associated with increasing cognitive processing demands: A pilot study using a mobile eye-tracking deviceOpen Journal of Emergency Medicine20142018 – reference: KimJJoIExploring the feasibility and use of psychophysiological responses based on cognitive load theoryAustralasian Journal of Educational Technology2019353150165 – reference: LeppinkJvan den HeuvelAThe evolution of cognitive load theory and its application to medical educationPerspectives on Medical Education201543119127 – reference: SwellerJZhengRZThe role of independent measures of load in cognitive load theoryCognitive load measurement and application2017New YorkRoutledge1722 – reference: ZhengRCookASolving complex problems: A convergent approach to cognitive load measurementBritish Journal of Educational Technology2012432233246 – reference: KahnemanDBeattyJPupil diameter and load on memoryScience1966154375615831585 – reference: HessEHPoltJMPupil size in relation to mental activity during simple problem-solvingScience1964143361111901192 – reference: SwellerJAyresPKalyugaSCognitive load theory2011New YorkSpringer – reference: SwellerJvan MerrienboerJPaasFCognitive architecture and instructional designEducational Psychology Review1998103251296 – reference: SwellerJElement interactivity and intrinsic, extraneous, and germane cognitive loadEducational Psychology Review2010222123138 – reference: HyönäJTommolaJAlajaAMPupil dilation as a measure of processing load in simultaneous interpretation and other language tasksThe Quarterly Journal of Experimental Psychology1995483598612 – reference: JustMACarpenterPAThe intensity dimension of thought: Pupillometric indices of sentence processingCanadian Journal of Experimental Psychology/Revue Canadienne de Psychologie Expérimentale1993472310 – reference: PaasFvan GervenPWMWoutersPInstructional efficiency of animation: Effects of interactivity through mental reconstruction of static key framesApplied Cognitive Psychology200721783793 – reference: Sibley, C., Coyne, J., & Baldwin, C. (2011, September). Pupil dilation as an index of learning. In Proceedings of the Human Factors and Ergonomics Society Annual Meeting (Vol. 55, No. 1, pp. 237–241). 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| Title | Verification of Cognitive Load Theory with Psychophysiological Measures in Complex Problem-Solving |
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