Computer-based versus paper-based testing: Investigating testing mode with cognitive load and scratch paper use

The aim of the present study was to explore the relationship between testing mode (taking a test on computer versus paper) and two other factors: (1) cognitive load and (2) scratch paper use in an undergraduate general chemistry class setting. Cognitive load was measured with two self-report questions (perceived mental effort and level of difficulty) and scratch paper use was analyzed manually. All 221 students completed three assessments administered either on computer or paper. The assessments included a variety of chemistry topics with an equal number of three question types (algorithmic, conceptual, and definition). There was no significant difference in the cognitive load imposed by computer or paper-based tests at the overall test level or by question type. Students utilized scratch paper more on paper-based than online tests, especially when the questions were conceptual, and they used scratch paper the most for algorithmic questions. Altogether, these results provide further support that online testing can be implemented in educational settings without imposing additional cognitive load on students.