Table 1
A new psychometric instrument for the measurement of intrinsic cognitive load (i.e., items 1–4) and extraneous cognitive load (i.e., items 5–8)
|
All of the following eight questions refer to the activity that just finished. Please take your time to read each of the questions carefully and respond to each of the questions on the presented scale from 0 to 10, in which ‘0’ indicates not at all the case and ‘10’ indicates completely the case: |
|
0 1 2 3 4 5 6 7 8 9 10 |
|
[1] The content of this activity was very complex |
|
[2] The problem/s covered in this activity was/were very complex |
|
[3] In this activity, very complex terms were mentioned |
|
[4] I invested a very high mental effort in the complexity of this activity |
|
[5] The explanations and instructions in this activity were very unclear |
|
[6] The explanations and instructions in this activity were full of unclear language |
|
[7] The explanations and instructions in this activity were, in terms of learning, very ineffective |
|
[8] I invested a very high mental effort in unclear and ineffective explanations and instructions in this activity |
Fig. 1
A holistic model for the design of medical education. The numbers in Fig. 1 represent the order of green (decreasing support) paths to walk. Thus: (1) decrease support for low-complexity low-fidelity tasks (path 1, down left); (2) repeat that process for medium-complexity low-fidelity tasks (path 2) and subsequently high-complexity low-fidelity tasks (path 3); and (3) repeat the first two in that order (first decrease support, then increase complexity) for medium-fidelity tasks (paths 4–6) and ultimately for high-fidelity tasks (paths 7–9)
