A Systematic Meta-analysis of the Reliability and Validity of Subjective Cognitive Load Questionnaires in Experimental Multimedia Learning Research

Abstract For more than three decades, cognitive load theory has been addressing learning from a perspective. Based on this instructional theory, design recommendations and principles have derived to manage the working memory while learning. The increasing attention paid in educational science quickly culminated need measure its types of — intrinsic, extraneous, germane which additively contribute overall load. In meta-analysis, four frequently used questionnaires were examined concerning their reliability (internal consistency) validity (construct criterion validity). Results revealed that internal consistency subjective can be considered satisfactory across all questionnaires. Moreover, moderator analyses showed estimates did not differ between settings, domains materials, presentation modes, or number scale points. Correlations among partially contradict theory-based assumptions, whereas correlations with learning-related variables support assumptions theory. particular, results seem three-factor model consisting intrinsic load, extraneous are discussed relation current trends for future use experimental research suggested.