An Item Response Modeling Approach to Cognitive Load Measurement

The accurate measurement of the cognitive load a learner encounters in given task is critical to understanding and application Cognitive Load Theory (CLT). However, as covert psychological construct, represents challenging issue. To date, this challenge has been met mostly by subjective self-reports experienced learning situation. In paper, we find that valid reliable index can be obtained through item response modeling student performance. Specifically, estimates derived from relative difficulty (i.e., difference between person ability locations) function linear measure combines key components mental load, effort, performance). This ( difficulty) was tested for criterion (concurrent) validity Year 2 learners N = 91) performance on standardized educational numeracy literacy assessments. Learners’ working memory (WM) capacity significantly predicted our proposed (relative across both domains. That is, higher levels WM were related lower difficulty), line with fundamental predictions CLT. These results illustrate validity, utility potential objective approach capturing individual differences discrete tasks.