000			02090nam a22002657a 4500
005			20231107171524.0
008			231106b ||||| |||| 00| 0 eng d
022			_a0022-0973
037			_bRIEBPL Library
082			_a370.5
100			_aDan J. Miller et al...
245			_a Brief Research Report: Psychometric Properties of a Cognitive Load Measure When Assessing the Load Associated With a Course _b(Journal Article)
260			_aUSA _b:Taylor and Francis Group and Routledge _c,March 2023
300			_a401-410 p.
490			_aThe Journal of Experimental Education, Volume 91,2023 number 2
505			_a***______{For Hard Copy, Please visit Library.}________***
520			_aAbstract- 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.
650			_a Cognitive processes/development
650			_afactor analysis
650			_ahigher education
650			_ainstructional design/development
650			_ametacognition
856			_u https://www.tandfonline.com/doi/epdf/10.1080/00220973.2021.1947763?needAccess=true
942			_cPER
999			_c44792 _d44791