ABSTRACT

This chapter explains some of the issues associated with the measurement of cognitive load. It begins with a brief history of work by cognitive load theorists to measure the construct. Cognitive load theory was designed as an instructional theory based on our knowledge of human cognitive architecture. It has constantly developed as new data and theoretical constructs became available. The primary aim of the theory was the development of new instructional procedures, but that aim could be assisted by accurate, independent indicators of cognitive load. Initially, cognitive load was treated as a single, undifferentiated concept, and a single measure of load was all that was required. A major issue associated with independent measures of cognitive load concerns attempts to distinguish between categories of cognitive load. The distinction between categories of cognitive load had implications for the measurement of the construct.