Development and Validation of a Theory-Based Questionnaire to Measure Different Types of Cognitive Load

Abstract According to cognitive load theory, learning can only be successful when instructional materials and procedures are designed in accordance with human architecture. In this context, one of the biggest challenges is accurate measurement different types as these associated various activities during learning. Building on psychometric limitations currently available questionnaires, a new instrument for measuring three load—intrinsic, extraneous, germane load—is developed validated relying set five empirical studies. Study 1, principal component analysis revealed three-component model which was subsequently confirmed using confirmatory factor (Study 2). Finally, across experiments (Studies 3–5), questionnaire shown sensitive changes supporting its predictive validity. The quality underlined by satisfactory internal consistencies all sum, proposed used experimental settings measure valid reliable manner. construction validation process has also that construct remains controversial concerning theoretical embedding theory.