Table of Contents
Abstract
The Cognitive Load Theory Questionnaire (Krieglstein et al., 2023), also known as the CLT Questionnaire, is an inventory/questionnaire designed to measure cognitive load. The questionnaire’s core purpose is to assess how successful learning is influenced by the design of instructional materials and procedures, aligning with human cognitive architecture. Its content is rooted in Cognitive Load Theory (CLT; Sweller, 2020) and adheres to recommendations from various methodologists (e.g., Carpenter, 2018; DeVellis & Thorpe, 2021). The 15-item CLT Questionnaire was developed and validated in German samples, including university students and adult participants. The development process involved evaluating the scale’s factor structure, reliability, and validity. It was noted that while the German version is validated, future studies should test its English translation.
Keywords
Cognitive Load Theory; Learning Material; Extraneous Cognitive Load; Germane Cognitive Load; Intrinsic Cognitive Load
Authors
Felix Krieglstein; Maik Beege; Günter Daniel Rey; Christina Sanchez‑Stockhammer; Sascha Schneider
Purpose
The purpose of this questionnaire is to assess the extent to which learning can only be successful when instructional materials and procedures are designed in accordance with human cognitive architecture.
Validity
Convergent Validity: Convergent validity was assessed by calculating Pearson’s correlation coefficient (r) between the proposed cognitive load items and items from Klepsch et al. (2017). The results generally indicated moderate convergent validity. For Extraneous Cognitive Load (ECL), satisfactory convergent validity was observed, aligning with recommendations from Carlson and Herdman (2012). The correlation for Intrinsic Cognitive Load (ICL) items was lower but still within an acceptable range. Germane Cognitive Load (GCL) items showed the lowest correlation among the three subscales.
Reliability
Internal Consistency: The internal consistency of the three factors (cognitive load types) was evaluated and found to be good to very good. The omega coefficients were ωICL=0.93, ωECL=0.93, and ωGCL=0.80.
Factor Analysis
Principal Component Analysis: Following the removal of two problematic items, the final solution for the questionnaire consisted of 15 items distributed across three components. These components collectively accounted for 74.3% of the total variance.
Confirmatory Factor Analysis: The initial model exhibited an acceptable fit to the data, with indices of CFI=0.92, RMSEA=0.10, GFI=0.92, and SRMR=0.07. Factor loadings revealed that all items loaded onto their intended factors (p<0.001). Specifically, items designed to measure Intrinsic Cognitive Load (ICL) and Extraneous Cognitive Load (ECL) displayed high factor loadings, ranging from 0.73 to 0.93. For Germane Cognitive Load (GCL), the factor loadings were lower, ranging from 0.35 to 0.91. Notably, items 11 (0.41) and 13 (0.35) showed lower factor loadings; however, these items were retained to preserve the theoretical convergence of the construct.
Instrument: CLT Questionnaire
Test Type: Original
Format: Participants are asked to evaluate referenced learning material using a Likert-type rating scale ranging from 1 (not at all applicable) to 9 (fully applicable).
Language Available: German
Population Group: Human (Male; Female)
Age Group: Adulthood (18 yrs & older)
Population Details: The sample populations included university students and adult participants from Germany.
Test Methodology: Test Validity; Convergent Validity; Test Reliability; Internal Consistency; Factor Analysis; Confirmatory Factor Analysis; Principal Component Analysis
Keywords
Cognitive Load Theory; Learning Material; Extraneous Cognitive Load; Germane Cognitive Load; Intrinsic Cognitive Load
Authors
Felix Krieglstein
Author ORCID Identifier: http://orcid.org/0000-0002-1324-3816
Affiliation: Chemnitz University of Technology, Faculty of Humanities Institute for Media Research, Psychology of Learning with Digital Media
Email address: [email protected]
Correspondence Address: [email protected]
Maik Beege
Affiliation: University of Education, Department of Psychology Digital Media in Education
Günter Daniel Rey
Affiliation: Chemnitz University of Technology, Faculty of Humanities Institute for Media Research, Psychology of Learning with Digital Media
Christina Sanchez‑Stockhammer
Affiliation: Chemnitz University of Technology, Faculty of Humanities Institute for English and American Studies, English and Digital Linguistics
Sascha Schneider
Affiliation: University of Zurich, Faculty of Arts and Social Sciences Institute of Education, Educational Technology
Permissions & Fee and Test Year
Permissions: May use for Research/Teaching
Fee: No
Commercial: No
Test Year: 2023
References
Krieglstein, F., Beege, M., Rey, G. D., Sanchez‑Stockhammer, C., & Schneider, S. (2023). Development and validation of a theory-based questionnaire to measure different types of cognitive load. Educational Psychology Review, 35(1), 37. https://doi.org/10.1007/s10648-023-09738-0
Items of the CLT Questionnaire
Number of items: This is a 15-item scale.
Subscales: Intrinsic cognitive load (ICL); Extraneous cognitive load (ECL); Germane cognitive load (GCL).
Test Items Available: Yes (Location: 2023-43382-001, Table 11, Page 28)
Cognitive Load Theory Questionnaire
| Cognitive load type | Item – German | Item – English |
| ICL | ||
| ICL1 (Item 1) | Die Lerninhalte waren schwer zu verstehen | The learning content was difficult to understand |
| ICL2 (Item 2) | Die Erklärungen des Lerninhalts waren schwer nachvollziehbar | The explanations of the learning content were difficult to understand |
| ICL3 (Item 3) | Die Lehrninhalte waren komplex | The learning contents were complex |
| ICL4 (Item 4) | Die Lerninhalte enthielten viele komplexe Informationen | The learning content included much complex information |
| ICL5 (Item 5) | Ohne Vorwissen waren die Informationen nicht verständlich | Without prior knowledge, the information was not understandable |
| ECL | ||
| ECL1 (Item 6) | Es war schwierig, einen Überblick über den Aufbau des Lernmaterials zu erlangen | It was difficult to gain an overview of the structure of the learning material |
| ECL2 (Item 7) | Die Gestaltung des Lernmaterials machte es schwer, die Zusammenhänge zwischen den einzelnen Informationen herzustellen | The design of the learning material made it difficult to recognise links between individual information units |
| ECL3 (Item 8) | Das Lernmaterial war ungünstig gestaltet | The design of the learning material was inconvenient |
| ECL4 (Item 9) | Die Gestaltung des Lernmaterials machte es schwierig, wichtige Informationen zügig zu finden | The design of the learning material made it difficult to find relevant information quickly |
| ECL5 (Item 10) | Aufgrund der Gestaltung des Lernmaterials hatte ich das Gefühl, mich nicht auf die Lerninhalte konzentrieren zu können | Because of the design of the learning material, I had the impression that I could not concentrate on the learning content |
| GCL | ||
| GCL1 (Item 11) | Ich habe aktiv über die Lerninhalte nachgedacht | I actively reflected upon the learning content |
| GCL3 (Item 13) | Ich habe mich bemüht, die Lerninhalte zu verstehen | I made an effort to understand the learning content |
| GCL5 (Item 15) | Ich habe ein umfassendes Verständnis der Lerninhalte erlangt | I achieved a comprehensive understanding of the learning content |
| GCL6 (Item 16) | Ich konnte mein bestehendes Wissen mit den Lerninhalten erweitern | I was able to expand my prior knowledge with the learning content |
| GCL7 (Item 17) | Das Wissen, das ich durch das Lernmaterial erworben habe, kann ich schnell und sicher anwenden | I can apply the knowledge that I acquired through the learning material quickly and accurately |
Note: Items are rated from 1 (not at all applicable) to 9 (fully applicable).
Cite this article
Mohammed looti (2026). Cognitive Load Theory Questionnaire. PSYCHOLOGICAL SCALES. Retrieved from https://scales.arabpsychology.com/s/cognitive-load-theory-questionnaire/
Mohammed looti. "Cognitive Load Theory Questionnaire." PSYCHOLOGICAL SCALES, 5 Apr. 2026, https://scales.arabpsychology.com/s/cognitive-load-theory-questionnaire/.
Mohammed looti. "Cognitive Load Theory Questionnaire." PSYCHOLOGICAL SCALES, 2026. https://scales.arabpsychology.com/s/cognitive-load-theory-questionnaire/.
Mohammed looti (2026) 'Cognitive Load Theory Questionnaire', PSYCHOLOGICAL SCALES. Available at: https://scales.arabpsychology.com/s/cognitive-load-theory-questionnaire/.
[1] Mohammed looti, "Cognitive Load Theory Questionnaire," PSYCHOLOGICAL SCALES, vol. X, no. Y, ص Z-Z, April, 2026.
Mohammed looti. Cognitive Load Theory Questionnaire. PSYCHOLOGICAL SCALES. 2026;vol(issue):pages.