ABSTRACT
This chapter describes the case studies where in data has been extracted from empirical experiments. It aims to look at the purpose and value of subjective cognitive load ratings while learning a diverse range of instructional material. The experiments were conducted within a cognitive load theory (CLT) framework with the instructional content being diagrammatic instructional material taken from the school curriculum. Timetable, graph, and map interpretation, as well as writing types of text, are necessary learning areas for students. The ability to read timetables, graphs, and maps as well as understand writing genres are necessary skills for one to function in a modern society. Subjective load ratings are just one technique used in the measurement of the learner's cognitive load during or after completing a task. Processing any information imposes a cognitive load on working memory. According to CLT, there are three types of cognitive load: the intrinsic, the extraneous, and the germane. The chapter explores the usefulness of subjective ratings.
