Cognitive Load Theory Questionnaire

Abstract

The Cognitive Load Theory Questionnaire (CLT Questionnaire), developed by Krieglstein et al. in 2023, is a specialized 15-item inventory designed to quantify the different types of cognitive load experienced by learners. The scale is rigorously grounded in the principles of Cognitive Load Theory (CLT; Sweller, 2020) and adheres to contemporary psychometric standards, including recommendations from methodologists such as DeVellis and Thorpe (2021).

The primary function of the CLT Questionnaire is to evaluate how the design of instructional materials and pedagogical procedures influences learning success, specifically by assessing the alignment of these materials with human cognitive architecture. The scale was initially developed and validated using German samples, including university students and general adult participants. While the German version demonstrates strong psychometric properties across its factor structure, reliability, and validity, the authors have noted the need for future studies to validate its English translation.

Keywords

Cognitive Load Theory, Instructional Design, Learning Material, Extraneous Cognitive Load, Germane Cognitive Load, Intrinsic Cognitive Load, Psychometrics.

Authors

Felix Krieglstein, Maik Beege, Günter Daniel Rey, Christina Sanchez‑Stockhammer, Sascha Schneider.

Purpose

The central purpose of the CLT Questionnaire is to provide a robust, theory-based metric for measuring the impact of instructional design on a learner’s cognitive resources. It seeks to assess the degree to which learning efficacy is predicated upon the careful construction of learning environments and materials that respect the inherent limitations and capacities of human cognitive architecture.

By differentiating between the three recognized types of cognitive load—Intrinsic, Extraneous, and Germane—the instrument allows researchers and educators to diagnose specific issues in learning materials, thereby facilitating optimization strategies for enhanced knowledge acquisition and schema formation.

Construct

The scale measures cognitive load, which is the total mental effort imposed on a learner’s working memory during instruction. This construct is defined within the framework of Cognitive Load Theory (CLT), which distinguishes between three distinct, additive components of load:

• Intrinsic Cognitive Load (ICL): This refers to the mental effort directly related to the inherent complexity and interactivity of the learning content itself. High ICL is typically unavoidable when dealing with complex subject matter.

• Extraneous Cognitive Load (ECL): This component represents the mental effort imposed by poorly designed or inefficient instructional formats. ECL does not contribute positively to schema formation and should be minimized.

• Germane Cognitive Load (GCL): This is the desirable mental effort dedicated to constructive processes, such as developing and automating cognitive schemas. GCL is essential for deep learning and knowledge transfer.

Validity

The primary validation strategy involved assessing convergent validity by calculating Pearson’s correlation coefficient (r) between the proposed CLT Questionnaire items and those from a comparable, established scale (Klepsch et al., 2017). The overall results generally supported moderate convergent validity across the subscales.

Specific findings indicated that items measuring Extraneous Cognitive Load (ECL) achieved satisfactory convergent validity, aligning well with recommendations for scale development. While the correlation for Intrinsic Cognitive Load (ICL) items was acceptable, the items targeting Germane Cognitive Load (GCL) demonstrated the lowest correlation among the three subscales, though still contributing to the overall theoretical convergence of the instrument.

Reliability

The reliability of the CLT Questionnaire was primarily evaluated through the assessment of internal consistency for its three factors (ICL, ECL, and GCL). The results confirmed that the scale possesses strong internal consistency, ranging from good to very good.

The calculated omega coefficients (ω), which measure internal consistency, were exceptionally high for the first two subscales: ωICL = 0.93 and ωECL = 0.93. The internal consistency for Germane Cognitive Load (GCL) was also robust, registering at ωGCL = 0.80, thereby confirming the reliable differentiation between the distinct types of cognitive load.

Factor Analysis

The factor structure of the CLT Questionnaire was rigorously established using both Exploratory (Principal Component Analysis) and Confirmatory Factor Analysis (CFA).

The Principal Component Analysis (PCA) resulted in a final 15-item solution distributed across three components, following the iterative removal of two items that did not load cleanly. These three components collectively accounted for a significant portion of the total variance, specifically 74.3%.

The Confirmatory Factor Analysis (CFA) further supported the theoretical three-factor model, exhibiting an acceptable fit to the data (CFI=0.92, GFI=0.92, SRMR=0.07). Factor loadings revealed that all items loaded onto their intended factors (p<0.001). Items for ICL and ECL displayed high factor loadings, ranging from 0.73 to 0.93. Although loadings for GCL were lower (0.35 to 0.91), items 11 (0.41) and 13 (0.35) were deliberately retained to preserve the theoretical convergence and comprehensiveness of the Germane Cognitive Load construct.

Instrument

Test Type: Original Inventory/Questionnaire

Format: Participants are asked to evaluate referenced learning material using a 9-point Likert-type rating scale, ranging from 1 (not at all applicable) to 9 (fully applicable).

Language Available: German

Population Group: Human (Male; Female)

Age Group: Adulthood (18 years & older)

Population Details: The validation samples included university students and adult participants residing in Germany.

Test Methodology: Test Validity; Convergent Validity; Test Reliability; Internal Consistency; Factor Analysis; Confirmatory Factor Analysis; Principal Component Analysis.

Keywords

Cognitive Load, Instructional Design, Psychometrics, Internal Consistency, Confirmatory Factor Analysis, Learning Material.

Authors

Author ORCID Identifier (Felix Krieglstein): http://orcid.org/0000-0002-1324-3816

Affiliation Email addresses: [email protected] (Primary Contact)

Correspondence Address: [email protected]

Additional Affiliations:

• Maik Beege: University of Education, Department of Psychology Digital Media in Education

• Günter Daniel Rey: Chemnitz University of Technology, Faculty of Humanities Institute for Media Research, Psychology of Learning with Digital Media

• Christina Sanchez‑Stockhammer: Chemnitz University of Technology, Faculty of Humanities Institute for English and American Studies, English and Digital Linguistics

• Sascha Schneider: University of Zurich, Faculty of Arts and Social Sciences Institute of Education, Educational Technology

Permissions & Fee and Test Year

The CLT Questionnaire was developed in 2023 and is available for academic use under specific permissions.

• Permissions: May be used for Research and Teaching purposes.

• Fee: No fee is required for use.

• Commercial Use: Not permitted.

• License Details: The associated publication is licensed under Creative Commons BY 4.0, available here: https://creativecommons.org/licenses/by/4.0/

References

Krieglstein, F., Beege, M., Rey, G. D., Sanchez‑Stockhammer, C., & Schneider, S. (2023). Development and validation of a theory-based questionnaire to measure different types of cognitive load. Educational Psychology Review, 35(1), 37. DOI: https://doi.org/10.1007/s10648-023-09738-0

Items of the Cognitive Load Theory Questionnaire

Number of items: This is a 15-item scale.

Subscales: Intrinsic cognitive load (ICL); Extraneous cognitive load (ECL); Germane cognitive load (GCL).

Test Items Available: Yes (Location: 2023-43382-001, Table 11, Page 28)

Note: Items are rated using a 9-point scale ranging from 1 (not at all applicable) to 9 (fully applicable).