Department of Education, Saarland University, Saarbrücken, Germany.
German Research Center for Artificial Intelligence (DFKI), Saarbrücken, Germany.
Br J Educ Psychol. 2023 Aug;93 Suppl 2:368-385. doi: 10.1111/bjep.12595. Epub 2023 Mar 26.
New methods are constantly being developed to adapt cognitive load measurement to different contexts. However, research on middle childhood students' cognitive load measurement is rare. Research indicates that the three cognitive load dimensions (intrinsic, extraneous, and germane) can be measured well in adults and teenagers using differentiated subjective rating instruments. Moreover, digital ink recorded by smartpens could serve as an indicator for cognitive load in adults.
With the present research, we aimed at investigating the relation between subjective cognitive load ratings, velocity and pressure measures recorded with a smartpen, and performance in standardized sketching tasks in middle childhood students.
Thirty-six children (age 7-12) participated at the university's laboratory.
The children performed two standardized sketching tasks, each in two versions. The induced intrinsic cognitive load or the extraneous cognitive load was varied between the versions. Digital ink was recorded while the children drew with a smartpen on real paper and after each task, they were asked to report their perceived intrinsic and extraneous cognitive load using a newly developed 5-item scale.
Results indicated that cognitive load ratings as well as velocity and pressure measures were substantially related to the induced cognitive load and to performance in both sketching tasks. However, cognitive load ratings and smartpen measures were not substantially related.
Both subjective rating and digital ink hold potential for cognitive load and performance measurement. However, it is questionable whether they measure the exact same constructs.
新方法不断被开发出来以适应不同情境下的认知负荷测量。然而，针对中小学生认知负荷测量的研究却很少。研究表明，使用区分主观评分工具可以很好地测量成年人和青少年的三种认知负荷维度（内在、外在和相关）。此外，智能笔记录的数字墨迹可以作为成年人认知负荷的指标。
本研究旨在探讨中小学生在标准化草图任务中，主观认知负荷评分、智能笔记录的速度和压力测量值与表现之间的关系。
36 名儿童（7-12 岁）在大学实验室参与了研究。
儿童完成了两个标准化的草图任务，每个任务都有两个版本。版本之间变化了内在认知负荷或外在认知负荷。儿童用智能笔在真实纸张上绘图时记录数字墨迹，完成每个任务后，他们使用新开发的 5 项量表报告他们感知到的内在和外在认知负荷。
结果表明，认知负荷评分以及速度和压力测量值与所诱导的认知负荷以及两个草图任务中的表现都有很大的关系。然而，认知负荷评分和智能笔测量值之间没有显著的关系。
主观评分和数字墨迹都有可能用于认知负荷和表现的测量。然而，它们是否测量相同的结构是值得怀疑的。
