ArticleFrontiers in psychology2021
Validation of Cognitive Load During Inquiry-Based Learning With Multimedia Scaffolds Using Subjective Measurement and Eye Movements.
Article in Frontiers in psychology, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
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Who cites it
8 citing papers in PubMed.
- Cognitive Mechanisms of Referential Ambiguity Resolution in L2 Russian by Chinese Learners: Evidence from Eye-Tracking.Journal of eye movement research · 2026Article
- Optimizing cognitive load in Guzheng learning: a narrative review of demonstration, segmented practice, and feedback scaffolding.Frontiers in psychology · 2026Review
- Can students benefit from prompting during experimentation? An investigation of the benefits of incremental scaffolds compared to sample solutions on cognitive load and flow experience in biology lessons.Frontiers in psychology · 2026Article
- Contextual Vertical Integration Optimizes the Cognitive Load Profile of Undergraduate Clinical Obstetrics and Gynecology Learners: Evidence from the CONVINCED-OG Cluster-Randomized Crossover Trial.Advances in medical education and practice · 2026Article
- Impact of Learning Motivation and Presentation Modalities on Cognitive Load and Learning Performance in Preoperative Digital Health Education for Older Patients With Knee Arthroplasty: Psychobehavioral Experimental Study.Journal of medical Internet research · 2025Article
- Progressive muscle relaxation in pandemic times: bolstering medical student resilience through IPRMP and Gagne's model.Frontiers in psychology · 2024Article
- Self-regulatory and metacognitive instruction regarding student conceptions: influence on students' self-efficacy and cognitive load.Frontiers in psychology · 2024Article
- A Machine Learning Approach for Detecting Cognitive Interference Based on Eye-Tracking Data.Frontiers in human neuroscience · 2022Article
Corrections and comments
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Authors and funding
4 authors.
Funding
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Abstract
Subject-method barriers and cognitive load (CL) of students have a particular importance in the complex learning process of scientific inquiry. In this work, we investigate the valid measurement of CL as well as different scaffolds to reduce it during experimentation. Specifically, we examine the validity of a subjective measurement instrument to assess CL [in extraneous cognitive load (ECL), intrinsic cognitive load, and germane cognitive load (GCL)] during the use of multimedia scaffolds in the
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