Cognitive Load Management in Educational Contexts: An Analysis of Physiological Measurements for Personalised Learning

Educational institutions and corporate training departments face constant pressure to optimise learning outcomes while reducing costs. This study examines the economic and practical implications of using physiological metrics, such as blink rate, as indicators of cognitive load in educational contexts. The Cognitive Load Theory (CLT), as studied to date, provides theoretical and empirical support for developing instructional materials tailored to an individual’s learning needs. This approach could help instructors adapt their teaching techniques to how students or training participants build and use understanding, providing a personalised learning experience tailored to an individual’s learning style. This study examines whether relationships exist between objective physiological metrics (e.g., blink rate) and subjective metrics, and between these metrics and cognitive load, in a sample of undergraduate students from Politehnica University of Timisoara who were solving specific tasks. For objective physiological metrics, an eye-tracking experiment was employed; for subjective measures, a 7-point scale was used, in which study participants rated their perceived cognitive load for two evaluation tasks. The sample is not necessarily a proxy for corporate learners but represents the future workforce undergoing formative educational experiences. Research suggests that a physiological metric, such as blink rate alone, is not a reliable sign of cognitive load. Self-reported effort, however, distinguishes high performers from underperforming students. Our study investigates the nature of the relationship between this objective measure and subjective metrics to clarify whether and under what conditions these measurements can be considered valid indicators of perceived effort.