Evaluation of cognitive load in software learning: application of NASA-TLX for integrated technical design students
DOI:
https://doi.org/10.5902/1984644489776Keywords:
Cognitive load, Design education, TechnologyAbstract
Cognitive load is the demand imposed on working memory by a task involving learning. When the requirements of the task demand capacities that are less than those available to the individual, this is known as cognitive overload. The aim of this study is to analyze the cognitive load perceived by students on technical courses in Design when using graphics software (Illustrator, Photoshop and AutoCAD), using the adapted NASA-TLX instrument, in order to identify challenges in the learning process and propose strategies to minimize cognitive overload. It is based on a concern for design students, who need to learn digital tools in the midst of daily information overload and who may be experiencing their first contact with a computer. NASA-TLX, developed by NASA in 1986, assesses perceived load based on six dimensions: mental demand, physical demand, temporal demand, performance, effort and frustration. The study concludes that the cognitive load perceived by students is moderate to high, suggesting that learning computer graphics software is challenging and could benefit from teaching methods that reduce cognitive overload and facilitate the integration of digital skills.
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