Subjective cognitive load surveys lead to divergent results for interactive learning media

Cognitive load theory assumes that cognitive demands that arise from the design of learning materials (known as extraneous load) are major obstacles in the learning process with (digital) media. Interactive digital media allow learners to utilize complex learning materials that respond to user input. However, recent research on cognitive load measurement has led to the question whether different survey instruments produce different measurements for extraneous load generated by interactive learning media. In a laboratory experiment, we investigated this question using digital visualizations. Most importantly, we found that two cognitive load questionnaires revealed divergent results regarding the extraneous load involved in learning with interactive visualizations. This finding indicates that different questionnaires may be needed for different types of tasks in technology-enhanced learning settings. A more fundamental implication is that there needs to be greater consideration of different types of extraneous load.