Differentiated measurement of cognitive loads in computer programming

Abstract

This study had two objectives: (1) to evaluate the validity of an instrument for measuring differentiated cognitive loads in its Spanish version; and (2) to evaluate the three types of cognitive loads and their relationship with self-efficacy, self-concept, and interest in programming of students in an introductory course. Understanding and assessing cognitive loads when learning computer programming is key to supporting student learning. While there are instruments in English and German assessing the different types of cognitive loads, there is no validated instrument in Spanish. This study took place during the implementation of an online training program in basic programming, with a sample of 1162 students. We used Exploratory Factor Analysis and Confirmatory Factor Analysis to validate the structure of the instrument. The results allowed us to establish a factorial structure of the subjective scale of differentiated cognitive loads, managing to measure the germane, intrinsic, and extraneous cognitive loads. The bivariate correlation analysis allowed identifying statistically significant associations between the study variables, including (a) the negative relationship between extraneous cognitive load and germane cognitive load and (b) the negative relationship between extraneous cognitive load and self-efficacy in programming.