Cognitive load and learning achievement in online education: insights from eye blink and self-report data

This study investigates the relationship between cognitive load and learning achievement in online learning environments by comparing subjective and physiological measures. Seventy-one university students participated in an experiment involving a short instructional video on Korean grammar. Cognitive load was assessed using a self-report questionnaire and eye blink metrics, specifically blink frequency and duration, captured via an eye-tracking device. Participants were divided into high- and low-achievement groups based on post-test scores. While self-reported cognitive load did not differ significantly between the groups, eye blink data revealed statistically significant differences: high-achieving learners exhibited longer and more frequent blinks. No significant correlation was found between the self-report and biometric data. These findings suggest that eye blink metrics may complement self-report measures by providing additional insight into learners’ cognitive processes during online learning and may inform the design of adaptive feedback and support systems.