Assessing the validity of the cognitive load scale in a problem-based learning setting

ObjectivesThe cognitive load scale has only been validated in non-problem-based learning settings. Hence, this study was conducted to assess the validity of this scale in a problem-based learning environment by testing its construct validity and internal consistency.MethodsWe conducted a cross-sectional study on 125 first-year medical students after a problem-based learning session. Confirmatory factor analysis was performed to test its construct validity using the Analysis of Moment Structure software. The internal consistency of this inventory was determined through reliability analysis using the Statistical Package for Social Sciences software (SPSS).ResultsA total of 93 medical students completed the inventory. The analysis showed that the three-factor scale attained an acceptable level of goodness-of-fit indices, indicating good construct validity. The scale's Cronbach's alpha was more than 0.7, indicating a high level of internal consistency. All of the items attained a standardized factor loading of more than 0.5, which indicated high contributions to the respective scales. The mean levels of students' intrinsic load and self-perceived learning were high, and the mean level of students' extraneous load was low. These findings signalled that students learned well during the session despite difficult instruction.ConclusionBecause the cognitive load level is an important outcome for the efficiency of instructional design, we suggest that the aforementioned scale, which is valid and reliable, should be used in the future either as a research measurement or diagnostic feedback tool for problem-based learning evaluation.