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Development and Validation of Two Instruments Measuring Intrinsic, Extraneous, and Germane Cognitive Load.

ABSTRACT: Cognitive Load Theory is one of the most powerful research frameworks in educational research. Beside theoretical discussions about the conceptual parts of cognitive load, the main challenge within this framework is that there is still no measurement instrument for the different aspects of cognitive load, namely intrinsic, extraneous, and germane cognitive load. Hence, the goal of this paper is to develop a differentiated measurement of cognitive load. In Study 1 (N = 97), we developed and analyzed two strategies to measure cognitive load in a differentiated way: (1) Informed rating: We trained learners in differentiating the concepts of cognitive load, so that they could rate them in an informed way. They were asked then to rate 24 different learning situations or learning materials related to either high or low intrinsic, extraneous, or germane load. (2) Naïve rating: For this type of rating of cognitive load we developed a questionnaire with two to three items for each type of load. With this questionnaire, the same learning situations had to be rated. In the second study (N = between 65 and 95 for each task), we improved the instrument for the naïve rating. For each study, we analyzed whether the instruments are reliable and valid, for Study 1, we also checked for comparability of the two measurement strategies. In Study 2, we conducted a simultaneous scenario based factor analysis. The informed rating seems to be a promising strategy to assess the different aspects of cognitive load, but it seems not economic and feasible for larger studies and a standardized training would be necessary. The improved version of the naïve rating turned out to be a useful, feasible, and reliable instrument. Ongoing studies analyze the conceptual validity of this measurement with up to now promising results.

SUBMITTER: Klepsch M

PROVIDER: S-EPMC5696680 | biostudies-literature | 2017

REPOSITORIES: biostudies-literature

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Development and Validation of Two Instruments Measuring Intrinsic, Extraneous, and Germane Cognitive Load.

Klepsch Melina M Schmitz Florian F Seufert Tina T

Frontiers in psychology 20171116

Cognitive Load Theory is one of the most powerful research frameworks in educational research. Beside theoretical discussions about the conceptual parts of cognitive load, the main challenge within this framework is that there is still no measurement instrument for the different aspects of cognitive load, namely intrinsic, extraneous, and germane cognitive load. Hence, the goal of this paper is to develop a differentiated measurement of cognitive load. In Study 1 (<i>N</i> = 97), we developed an ...[more]

PMID: 29201011

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Project description:BackgroundCoaching is emerging as a novel approach to guide medical students toward becoming competent, reflective physicians and master adaptive learners. However, no instruments currently exist to measure academic coaching at the undergraduate medical education level.ObjectiveTo describe the development and psychometric assessments of two instruments designed to assess academic coaching of medical students toward creating a robust measurement model of this educational paradigm.DesignObservational psychometric.ParticipantsAll medical students in the 2014 and 2015 cohorts and all their coaches were invited to complete the instruments being tested, which led to 662 medical student responses from 292 medical students and 468 coaching responses from 22 coaches being included in analyses. Medical student response rates were 75.7% from 2014 and 75.5% from 2015. Overall, the coaches' response rate was 71%.Main measuresTwo 31-item instruments were initially developed, one for medical students to assess their coach and one for faculty coaches to assess their students, both of which evaluated coaching based on definitions we formulated using existing literature. Each was administered to two cohorts of medical students and coaches in 2015 and 2016. An exploratory factor analysis using principal component analysis as the extraction method and Varimax with Kaiser normalization as the rotation method was conducted.Key resultsEighteen items reflecting four domains were retained with eigenvalues higher than 1.0 for medical students' assessment of coaching, which measured promoting self-monitoring, relationship building, promoting reflective behavior, and establishing foundational ground rules. Sixteen items reflecting two domains were retained for the faculty assessment of coaching with eigenvalues higher than 1.0: the Practice of Coaching and Relationship Formation.ConclusionsWe successfully developed and psychometrically validated surveys designed to measure key aspects of the coaching relationship, coaching processes, and reflective outcomes. The new validated instruments offer a robust measurement model for academic coaching.

Project description:IntroductionNumerous instruments have been developed to assess spirituality and measure its association with health outcomes. This study's aims were to identify instruments used in clinical research that measure spirituality; to propose a classification of these instruments; and to identify those instruments that could provide information on the need for spiritual intervention.MethodsA systematic literature search in MEDLINE, CINHAL, PsycINFO, ATLA, and EMBASE databases, using the terms "spirituality" and "adult$," and limited to journal articles was performed to identify clinical studies that used a spiritual assessment instrument. For each instrument identified, measured constructs, intended goals, and data on psychometric properties were retrieved. A conceptual and a functional classification of instruments were developed.ResultsThirty-five instruments were retrieved and classified into measures of general spirituality (N = 22), spiritual well-being (N = 5), spiritual coping (N = 4), and spiritual needs (N = 4) according to the conceptual classification. Instruments most frequently used in clinical research were the FACIT-Sp and the Spiritual Well-Being Scale. Data on psychometric properties were mostly limited to content validity and inter-item reliability. According to the functional classification, 16 instruments were identified that included at least one item measuring a current spiritual state, but only three of those appeared suitable to address the need for spiritual intervention.ConclusionsInstruments identified in this systematic review assess multiple dimensions of spirituality, and the proposed classifications should help clinical researchers interested in investigating the complex relationship between spirituality and health. Findings underscore the scarcity of instruments specifically designed to measure a patient's current spiritual state. Moreover, the relatively limited data available on psychometric properties of these instruments highlight the need for additional research to determine whether they are suitable in identifying the need for spiritual interventions.

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Development and Validation of Two Instruments Measuring Intrinsic, Extraneous, and Germane Cognitive Load.

Publications

Development and Validation of Two Instruments Measuring Intrinsic, Extraneous, and Germane Cognitive Load.

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