Background: New methods are constantly being developed
to adapt cognitive load measurement to different contexts.
However, research on middle childhood students' cognitive load measurement is rare. Research indicates that the
three cognitive load dimensions (intrinsic, extraneous, and
germane) can be measured well in adults and teenagers using
differentiated subjective rating instruments. Moreover, digital
ink recorded by smartpens could serve as an indicator for
cognitive load in adults.
Aims: With the present research, we aimed at investigating
the relation between subjective cognitive load ratings, velocity and pressure measures recorded with a smartpen, and
performance in standardized sketching tasks in middle childhood students.
Sample: Thirty-six children (age 7–12) participated at the
university's laboratory.
Methods: The children performed two standardized sketching tasks, each in two versions. The induced intrinsic cognitive load or the extraneous cognitive load was varied between
the versions. Digital ink was recorded while the children
drew with a smartpen on real paper and after each task, they
were asked to report their perceived intrinsic and extraneous
cognitive load using a newly developed 5-item scale.
Results: Results indicated that cognitive load ratings as well
as velocity and pressure measures were substantially related
to the induced cognitive load and to performance in both
sketching tasks. However, cognitive load ratings and smartpen measures were not substantially related. Conclusions: Both subjective rating and digital ink hold
potential for cognitive load and performance measurement.
However, it is questionable whether they measure the exact
same constructs