Cognitive Load Measurement and Application

Robert Z. Zheng is Associate Professor of Educational Psychology at the University of Utah, USA.

Part I: Theoretical Perspectives on Cognitive Load Measurement 1. The Role of Independent Measures of Load In Cognitive Load Theory 2. Subjective Measures of Cognitive Load: What Can They Reliably Measure? 3. A Critical Analysis of the Theoretical Construction and Empirical Measurement of Cognitive Load 4. The Boundary of Different Approaches in Cognitive Load Measurement: Strengths and Limitations Part II: Methodology in Cognitive Load Measurement and Application 5. Cognitive Load as a Local Characteristic of Cognitive Processes: Implications for Measurement Approaches 6. Secondary Task as a Measure of Cognitive Load 7.Assessing Working Memory Dynamics with Electroencephalography: Implications for Research on Cognitive Load 8. The Use of Ocular-Motor Measures in a Convergent Approach to Studying Cognitive Load 9. Cognitive Load as a Measure of Capture of the Focus of Attention 10. Multimodal and Data-Driven Cognitive Load Measurement Part III: Practices in Cognitive Load Measurement 11. Measuring Cognitive Load in Medical and Health Professions Simulation Training 12. Exploring the Choices for an Effective Method for Cognitive Load Measurement in Asynchronous Interactions of E-Learning 13. Case Studies in Cognitive Load Measurement 14. Connecting Form and Function: Understanding the Role That Cognitive Load Plays in Students’ Ability to Construct Representations of Chemical Structure 15. Neuroergonomic Methods of Assessing Learning