(Journal Article) Dan J. Miller et al... creator text USA :Taylor and Francis Group and Routledge ,March 2023 monographic eng

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401-410 p. Abstract- The cognitive load imposed by instruction is an important consideration for instructional designers. Theoretical models have traditionally divided total cognitive load into intrinsic, extrinsic, and germane load. The 10-item Cognitive Load Inventory (CLI-10) is designed to measure these three types of cognitive load. It is typically administered immediately following a discrete learning activity (e.g., a lecture). This study assesses the properties of the CLI-10 when used to measure the “long-term” cognitive load experienced in a course, over a semester. To do this, the instrument was given to a group of students enrolled in a veterinary anatomy course (N = 94), toward the end of a 13-week semester. Students were asked to indicate the cognitive load they experienced across this course. Confirmatory factor analysis supported the instrument’s three-factor structure when used in this way. Further, the instrument’s three subscales performed well in terms of internal reliability and convergent and discriminant validity. ***______{For Hard Copy, Please visit Library.}________*** Cognitive processes/development factor analysis higher education instructional design/development metacognition 370.5 0022-0973 RIEBPL Library https://www.tandfonline.com/doi/epdf/10.1080/00220973.2021.1947763?needAccess=true https://www.tandfonline.com/doi/epdf/10.1080/00220973.2021.1947763?needAccess=true 231106 20231107171524.0