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Interactive learning media

Skulmowski, A., & Rey, G. D. (2020). Subjective cognitive load surveys lead to divergent results for interactive learning media. Human Behavior and Emerging Technologies, 2,149–157.


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Cognitive load theory assumes that cognitive demands that arise from the design of learning materials (known as extraneous load) are major obstacles in the learning process with (digital) media. Interactive digital media allow learners to utilize complex learning materials that respond to user input. However, recent research on cognitive load measurement has led to the question of whether different survey instruments produce different measurements for extraneous load generated by interactive learning

media. In a laboratory experiment, this question was investigated using digital visualizations. Most importantly, the authors found that two cognitive load questionnaires revealed divergent results regarding the extraneous load involved in learning with interactive visualizations. This finding indicates that different tools may be needed for different types of tasks in technology-enhanced learning settings. A more fundamental implication is that there needs to be greater consideration of different types of extraneous load.


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Dec 06, 2023

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