Perceived Cognitive Load in Learning Contexts: A Likert Scale Questionnaire-Based Study

Abstract

This study elaborate the cognitive load felt by 100 respondents towards learning materials or tasks, using a 12-question questionnaire with a Likert scale of 1-7. The questionnaire items were grouped into three dimensions based on Cognitive Load Theory (CLT): Intrinsic Load, Extraneous Load, and Germane Load. The results of descriptive statistical analysis showed Intrinsic Load (mean 4.82) and Germane Load (mean 5.24) were at a high level, indicating the inherent complexity of the material and significant productive cognitive effort of the respondents. In contrast, Extraneous Load (mean 3.61) was low; although the item related to "confusing instructions" (mean 4.90) highlighted an area for improvement. Reliability analysis (Cornbrash’s Alpha) showed good consistency for Intrinsic Load (α = 0.75) and Germane Load (α = 0.82), and moderate consistency for Extraneous Load (α = 0.68). These findings imply the need for instructional strategies that manage the intrinsic complexity of the material (e.g., chunking) while maintaining and reinforcing deep processing efforts, as well as critically improving the clarity of instructions to reduce unnecessary extraneous load.