Comparing Perceived Cognitive Load while Learning Online with AI Chatbots, Pre-recorded Videos, and Live Lectures

Abstract

The Cognitive Load Theory provides an important perspective for observing learning with different online learning technologies. Since more and more professional development programs are carried out online for in-service teachers, it is crucial to explore their perceived cognitive load brought by different online technologies during online learning. This study aimed to examine the Extraneous Cognitive Load (ECL) and Germane Cognitive Load (GCL) of teachers when learning with three online learning technologies (AI chatbot, pre-recorded videos, and live lecture). Altogether 220 teachers from different areas and schools participated in the study by enrolling on the 21-day online learning training about visual thinking tools. The participants reported they perceived ECL and GCL using a self-reported scale. The results showed that they perceived significantly lower ECL during learning with pre-recorded videos than with AI chatbots and live lectures. Meanwhile, no significant differences appeared in the GCL among these three online learning technologies.