Mensuração da carga cognitiva em um curso de programação introdutória para crianças

Abstract

The ability of a student to learn a concept is directly related to how much cognitive load is used to comprehend the material. The Cognitive Load Theory (CLT) explains how a person's learning is hindered when the limited capacity of working memory is exceeded during the process. Therefore, the use of instruments to measure cognitive load in the classroom is essential. This study presents and discusses an introductory programming course planned based on the pedagogical recommendations of CLT and Scaffolding Learning. Additionally, a previously developed instrument for measuring cognitive load was adapted to meet the updates of CLT and the age range of the course's target audience. The results show that the assessment of cognitive load is a valuable tool for understanding the perceived difficulty of students in introductory programming activities. The proposed learning path proved to be effective in reducing the perceived cognitive load of students, resulting in a better understanding of the concepts covered in the course.