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Adapting differentiated cognitive load measurement in physics classroom
written by
Xian Wu and Diego Valente
Cognitive Load Theory is a very influential framework in educational psychology. There have been numerous efforts recently to develop and implement a differentiated way to measure the three major independent aspects of cognitive load, namely intrinsic, extraneous, and germane cognitive load to gain insight on how students learn from educational interventions. This study adapts a validated self-reported questionnaire to measure the three aspects of cognitive load on students completing administered in-class tutorials. It verifies the feasibility of such a measurement strategy in an authentic educational context. Collected data shows the adapted questionnaire measures intrinsic and extraneous cognitive load adequately. Further polishing is needed for the items addressing germane cognitive load.
Physics Education Research Conference 2019
Part of the PER Conference series Provo, UT: July 24-25, 2019 Pages 663-668
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Record Link
<a href="https://www.compadre.org/portal/items/detail.cfm?ID=15236">Wu, Xian, and Diego Valente. "Adapting differentiated cognitive load measurement in physics classroom." Paper presented at the Physics Education Research Conference 2019, Provo, UT, July 24-25, 2019.</a>
AIP Format
X. Wu and D. Valente, , presented at the Physics Education Research Conference 2019, Provo, UT, 2019, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15236&DocID=5151).
AJP/PRST-PER
X. Wu and D. Valente, Adapting differentiated cognitive load measurement in physics classroom, presented at the Physics Education Research Conference 2019, Provo, UT, 2019, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15236&DocID=5151>.
APA Format
Wu, X., & Valente, D. (2019, July 24-25). Adapting differentiated cognitive load measurement in physics classroom. Paper presented at Physics Education Research Conference 2019, Provo, UT. Retrieved May 3, 2025, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15236&DocID=5151
Chicago Format
Wu, Xian, and Diego Valente. "Adapting differentiated cognitive load measurement in physics classroom." Paper presented at the Physics Education Research Conference 2019, Provo, UT, July 24-25, 2019. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15236&DocID=5151 (accessed 3 May 2025).
MLA Format
Wu, Xian, and Diego Valente. "Adapting differentiated cognitive load measurement in physics classroom." Physics Education Research Conference 2019. Provo, UT: 2019. 663-668 of PER Conference. 3 May 2025 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15236&DocID=5151>.
BibTeX Export Format
@inproceedings{
Author = "Xian Wu and Diego Valente",
Title = {Adapting differentiated cognitive load measurement in physics classroom},
BookTitle = {Physics Education Research Conference 2019},
Pages = {663-668},
Address = {Provo, UT},
Series = {PER Conference},
Month = {July 24-25},
Year = {2019}
}
Refer Export Format
%A Xian Wu %A Diego Valente %T Adapting differentiated cognitive load measurement in physics classroom %S PER Conference %D July 24-25 2019 %P 663-668 %C Provo, UT %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15236&DocID=5151 %O Physics Education Research Conference 2019 %O July 24-25 %O application/pdf
EndNote Export Format
%0 Conference Proceedings %A Wu, Xian %A Valente, Diego %D July 24-25 2019 %T Adapting differentiated cognitive load measurement in physics classroom %B Physics Education Research Conference 2019 %C Provo, UT %P 663-668 %S PER Conference %8 July 24-25 %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15236&DocID=5151 Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
Citation Source Information
The AIP Style presented is based on information from the AIP Style Manual. The APA Style presented is based on information from APA Style.org: Electronic References. The Chicago Style presented is based on information from Examples of Chicago-Style Documentation. The MLA Style presented is based on information from the MLA FAQ. Adapting differentiated cognitive load measurement in physics classroom:Know of another related resource? Login to relate this resource to it. |
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