[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-268751-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-268751-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","thesis-a-testing-load-comparing-cognitive-load-in-computer-and-paper-based-testing","THESIS - A testing load - comparing cognitive load in computer and paper-based testing","","This thesis extends the literature on differences between computer-based and paper-based assessment for school-aged students. Year nine students (aged 13–14) from two independent co-educational schools in Western Australia completed equivalent paper and computer-based quizzes as end-of-topic revision. Using a postpositivist paradigm, the research examines assessment modality effects through test scores, subjective cognitive load, working memory capacity, scratch paper use, and students’ modality preferences.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/thesis-a-testing-load-comparing-cognitive-load-in-computer-and-paper-based-testing/268751/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/thesis-a-testing-load-comparing-cognitive-load-in-computer-and-paper-based-testing/268751.png","ImageObject",300,407,{"name":42,"@type":43},"Emma Mercer","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-22","2026-09-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main research focus of the thesis?","Question",{"text":63,"@type":64},"The thesis investigates how test modality (computer-based vs paper-based) affects cognitive load and related measures in school-aged students.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How were students assessed in the study?",{"text":68,"@type":64},"Year nine students completed equivalent end-of-topic revision quizzes in both paper and computer-based formats.",{"name":70,"@type":61,"acceptedAnswer":71},"Which outcomes were measured to compare assessment modes?",{"text":72,"@type":64},"The study measured test scores, subjective cognitive load, working memory capacity, scratch paper use, and preferences for assessment modality.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},268751,1789436376,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":80,"read_time":144,"preview_page_count":4},962084925502,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","THESIS  \nA testing load: comparing cognitive load in computer and paper-based testing  \nJames Antony Pengelley  \nBachelor of Science , Graduate Diploma of Education , Diploma of Modern Languages  \nThis thesis is presented for the degree of  \nMaster of Education by Research of Murdoch University College of Science, Health, Engineering and Education  \nDiscipline of Education  \nDeclaration  \nI, James Pengelley, verify that in submitting this thesis;  \n- the thesis is my own account of the research conducted by me, except where other sources are fully acknowledged in the appropriate format,  \n- the extent to which the work of others has been used is documented by a percent allocation of work and signed by myself and my Principal Supervisor,  \n- the thesis contains as its main content work which has not been previously submitted for a degree at any university,  \n- the University supplied plagiarism software has been used to ensure the work is of the appropriate standard to send for examination,  \n- any editing and proof-reading by professional editors comply with the standards set out on the Graduate Research School website, and  \n- that all necessary ethics and safety approvals were obtained, including their  \nCandidate  \nAcknowledgements  \nI would like to express my sincere thanks to my supervisors, Peter Whipp, Nina RovisHermann and, previously, Anabela Malpique, for their ongoing advice, input, and support in navigating a complex project alongside my additional work and family commitments. Your encouragement has taught me many things, and allowed me to see to completion a project whose inception began in a land far away, many years ago. I also acknowledge the support of the Australian Government, for the Research Training Program Fee Offset (RTP Scholarship) provided to fund this project. I would like to thank the students who gave of their class time, and the teachers who supported the data collection process. The administration in working with schools can be complex, and the additional demands on teachers during the COVID-19 pandemic means that your contributions to this work are all the more significant. Finally, I would like to acknowledge the various individuals who have provided ongoing input, reflections, and assistance with this project in a material, emotional and philosophical sense. Special thanks Alethea Rea and Miwa Takahashi for their generous input and guidance on the statistical analysis. Above all , to my wife, Jane , and my beautiful daughters, who have afforded me the time and love to sustain this project.  \nStatement of contribution to thesis  \nIn accordance with the Murdoch University Graduate Degrees Regulations, it is acknowledged that this thesis represents the work of the Candidate with contributions from their supervisors and, where indicated, collaborators. The Candidate is the majority contributor to this thesis with no less than 75% of the total work attributed to their efforts.  \nCandidate Principal Supervisor  \nCo-Supervisor  \nChapter 2 , titled Investigation of literature , has been drafted in accordance with the Journal of Technology, Pedagogy and Education.  \nThe current manuscript is under review.  \nThe following authors contributed to this manuscript as outlined below.  \n\n| Authorship order | Contribution\u003Cbr>(%) | Concept\u003Cbr>Development | Data\u003Cbr>Collection | Data\u003Cbr>Analyses | Drafting of\u003Cbr>manuscript |\n| --- | --- | --- | --- | --- | --- |\n| James Pengelley | 90 | X | X | X | X |\n| Peter R. Whipp | 5 | X |  |  | X |\n| Anabela Malpique | 5 | X |  |  | X |\n\nContribution indicates the total involvement each author has had in this project. Placing an ‘X’ in the remaining boxes indicates which aspect(s) of the project each author engaged in.  \nBy signing this document, the Candidate and Principal Supervisor acknowledge that the above information is accurate and has been agreed to by all other authors.  \nCandidate Principal Supervisor  \nChapter 3, titled Investigating test mode effects on cognit","cbCaimDqqnsO3yuN","https://ap.wps.com/l/cbCaimDqqnsO3yuN","pdf",3148964,181,"English","# A testing load: comparing cognitive load in computer and paper-based testing\n## Declaration\n## Acknowledgements\n## Statement of contribution to thesis\n## Abstract\n## Chapter 1: Background and rationale\n## Chapter 2: Investigation of literature\n## Chapter 3: Main research project and effects of test mode","[{\"question\":\"What is the main research focus of the thesis?\",\"answer\":\"The thesis investigates how test modality (computer-based vs paper-based) affects cognitive load and related measures in school-aged students.\"},{\"question\":\"How were students assessed in the study?\",\"answer\":\"Year nine students completed equivalent end-of-topic revision quizzes in both paper and computer-based formats.\"},{\"question\":\"Which outcomes were measured to compare assessment modes?\",\"answer\":\"The study measured test scores, subjective cognitive load, working memory capacity, scratch paper use, and preferences for assessment modality.\"}]","THESIS - A testing load - comparing cognitive load in computer and paper-based testing | PDF",456]