Difficulty as a Proxy for Measuring Intrinsic Cognitive Load Item

TL;DR

This paper explores using item difficulty, derived from item-response theory, as an objective proxy for measuring intrinsic cognitive load in online learning environments, potentially replacing subjective self-reports.

Contribution

It introduces a novel approach to measure intrinsic cognitive load using item difficulty parameters, validated against existing theories.

Findings

Difficulty values aligned with cognitive load theories

Item difficulty can serve as an objective measure of intrinsic load

Potential for improved cognitive load assessment in educational technology

Abstract

Cognitive load is key to ensuring an optimal learning experience. However, measuring the cognitive load of educational tasks typically relies on self-report measures which has been criticized by researchers for being subjective. In this study, we investigated the feasibility of using item difficulty parameters as a proxy for measuring cognitive load in an online learning platform. Difficulty values that were derived using item-response theory were consistent with theories of how intrinsic and extraneous load contribute to cognitive load. This finding suggests that we can use item difficulty to represent intrinsic load when modelling cognitive load in learning games.