naa a22 4500 510777309 CHVBK 20180411083235.0 cr unu---uuuuu 180411e20131201xx s 000 0 eng 10.3758/s13428-013-0334-1 doi (NATIONALLICENCE)springer-10.3758/s13428-013-0334-1 Development of an instrument for measuring different types of cognitive load [Elektronische Daten] [Jimmie Leppink, Fred Paas, Cees Van der Vleuten, Tamara Van Gog, Jeroen Van Merriënboer] According to cognitive load theory, instructions can impose three types of cognitive load on the learner: intrinsic load, extraneous load, and germane load. Proper measurement of the different types of cognitive load can help us understand why the effectiveness and efficiency of learning environments may differ as a function of instructional formats and learner characteristics. In this article, we present a ten-item instrument for the measurement of the three types of cognitive load. Principal component analysis on data from a lecture in statistics for PhD students (n = 56) in psychology and health sciences revealed a three-component solution, consistent with the types of load that the different items were intended to measure. This solution was confirmed by a confirmatory factor analysis of data from three lectures in statistics for different cohorts of bachelor students in the social and health sciences (ns = 171, 136, and 148), and received further support from a randomized experiment with university freshmen in the health sciences (n = 58). Psychonomic Society, Inc., 2013 Cognitive load nationallicence Intrinsic load nationallicence Extraneous load nationallicence Germane load nationallicence Subjective rating scales nationallicence Leppink Jimmie Department of Educational Development and Research, Maastricht University, P. O. Box 616, 6200 MD, Maastricht, The Netherlands aut Paas Fred Institute of Psychology, Erasmus University Rotterdam, Rotterdam, The Netherlands aut Van der Vleuten Cees Department of Educational Development and Research, Maastricht University, P. O. Box 616, 6200 MD, Maastricht, The Netherlands aut Van Gog Tamara Institute of Psychology, Erasmus University Rotterdam, Rotterdam, The Netherlands aut Van Merriënboer Jeroen Department of Educational Development and Research, Maastricht University, P. O. Box 616, 6200 MD, Maastricht, The Netherlands aut Behavior Research Methods Springer US; http://www.springer-ny.com 45/4(2013-12-01), 1058-1072 45:4<1058 2013 45 13428 https://doi.org/10.3758/s13428-013-0334-1 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.3758/s13428-013-0334-1 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Leppink Jimmie Department of Educational Development and Research, Maastricht University, P. O. Box 616, 6200 MD, Maastricht, The Netherlands aut NATIONALLICENCE 700 1- Paas Fred Institute of Psychology, Erasmus University Rotterdam, Rotterdam, The Netherlands aut NATIONALLICENCE 700 1- Van der Vleuten Cees Department of Educational Development and Research, Maastricht University, P. O. Box 616, 6200 MD, Maastricht, The Netherlands aut NATIONALLICENCE 700 1- Van Gog Tamara Institute of Psychology, Erasmus University Rotterdam, Rotterdam, The Netherlands aut NATIONALLICENCE 700 1- Van Merriënboer Jeroen Department of Educational Development and Research, Maastricht University, P. O. Box 616, 6200 MD, Maastricht, The Netherlands aut NATIONALLICENCE 773 0- Behavior Research Methods Springer US; http://www.springer-ny.com 45/4(2013-12-01), 1058-1072 45:4<1058 2013 45 13428 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer