Cognitive Load Theory focuses on several assessment techniques to assess
overall cognitive load, including its three-subclasses, and its relationship to
learning. Methods include psychophysical and secondary task techniques,
along with task performance and self report. This book looks to review two
popular self-report measures (NASA Task Load indeX, and a short subjective
instrument) and identify not only if they are consistent with one another, but
also to discover whether both are equally sensitive across changes in levels of
cognitive load subclasses. The two subclasses looked at in this work are
intrinsic load, which is related to element interactivity, and extraneous load,
which is influenced by the instructional design. Results from this work show
that the NASA-Task Load index, as a weighted multi-dimensional rating scale,
differs in measurement of the demands faced by learners in a PC-based,
multimedia-learning environment from the more traditional,single question,
short subjective instrument. This book is primarily addressed to developers of
mutlidmedia educational materials for online or interactive studies.
Researchers and practitioners alike should benefit this book.