Digital ink and differentiated subjective ratings for cognitive load measurement in middle childhood

• Published in: British journal of educational psychology Vol. 93; no. S2; pp. 368 - 385
• Main Authors: Altmeyer, Kristin, Barz, Michael, Lauer, Luisa, Peschel, Markus, Sonntag, Daniel, Brünken, Roland, Malone, Sarah
• Format: Journal Article
• Language: English
• Published: England Wiley 01.08.2023; British Psychological Society
• Subjects: Adolescent; Adult; assessment; Assistive Technology; Child; Childhood; Children; Cognition; Cognitive Ability; Cognitive load; cognitive load measurement; Cognitive Measurement; Cognitive Processes; College students; Difficulty Level; Educational psychology; Evaluation; extraneous load; Freehand Drawing; Humans; Ink; intrinsic load; Measurement Equipment; primary school; Ratings & rankings; smartpen; Task performance; Telematics; primary school; assessment; smartpen; intrinsic load; cognitive load measurement; extraneous load
• ISSN: 0007-0998; 2044-8279
• DOI: 10.1111/bjep.12595

Background New methods are constantly being developed to adapt cognitive load measurement to different contexts. However, research on middle childhood students' cognitive load measurement is rare. Research indicates that the three cognitive load dimensions (intrinsic, extraneous, and germane) can be measured well in adults and teenagers using differentiated subjective rating instruments. Moreover, digital ink recorded by smartpens could serve as an indicator for cognitive load in adults. Aims With the present research, we aimed at investigating the relation between subjective cognitive load ratings, velocity and pressure measures recorded with a smartpen, and performance in standardized sketching tasks in middle childhood students. Sample Thirty‐six children (age 7–12) participated at the university's laboratory. Methods The children performed two standardized sketching tasks, each in two versions. The induced intrinsic cognitive load or the extraneous cognitive load was varied between the versions. Digital ink was recorded while the children drew with a smartpen on real paper and after each task, they were asked to report their perceived intrinsic and extraneous cognitive load using a newly developed 5‐item scale. Results Results indicated that cognitive load ratings as well as velocity and pressure measures were substantially related to the induced cognitive load and to performance in both sketching tasks. However, cognitive load ratings and smartpen measures were not substantially related. Conclusions Both subjective rating and digital ink hold potential for cognitive load and performance measurement. However, it is questionable whether they measure the exact same constructs.