ORCID
0000-0002-2196-017X
Abstract
The shift to remote learning has significantly influenced cognitive load among university students, impacting their ability to learn and comprehend effectively. In this study, we assessed cognitive load among students at the Higher Colleges of Technology (HCT) in the United Arab Emirates (UAE) during the COVID-19 pandemic. Using a cross-sectional descriptive design, we collected data from 2,085 students via self-administered questionnaires between February and May of 2021. The sample was predominantly female (78.5%) and single (91.3%). The Cognitive Load Scale (subscale range: 0-40) revealed moderate mean scores of 19.59 for intrinsic load (ICL) and 16.69 for extraneous load (ECL), with ICL being the more dominant factor. Pearson’s chi-square test showed a significant association between age and ICL (p < 0.05) but not between age and ECL. Regression analysis identified age and academic level as significant predictors of cognitive load. Factorial ANOVA indicated that the relationship between age and ICL varied by academic level. These findings emphasize the importance of considering demographic factors and educational experience when managing students’ cognitive load during periods of significant educational challenge.
Included in
Educational Psychology Commons, Higher Education Commons, Online and Distance Education Commons
