方法对比
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| 工作负荷剖面图 (WP)× | 认知负荷量表 (CLS)× | |
|---|---|---|
| 领域 | 人因工程 | 人因工程 |
| 方法族 | Process / pipeline | Process / pipeline |
| 起源年份≠ | 1996 | 1992 |
| 提出者≠ | Pamela S. Tsang & Veronica L. Velazquez | Fred Paas |
| 类型 | Self-report | Self-report |
| 开创性文献≠ | Tsang, P. S., & Velazquez, V. L. (1996). Diagnosticity and multidimensional subjective workload ratings. Ergonomics, 39(3), 358–381. DOI ↗ | Paas, F. G. W. C. (1992). Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive-load approach. Journal of Educational Psychology, 84(4), 429–434. DOI ↗ |
| 别名≠ | WP | CLS, Paas Scale |
| 相关 | 4 | 4 |
| 摘要≠ | The Workload Profile (WP), developed by Pamela Tsang and Veronica Velazquez in 1996, is a multidimensional subjective workload assessment tool that refines the NASA Task Load Index by allowing respondents to assign relative importance weights to workload dimensions dynamically, rather than through separate pairwise comparisons. The WP divides the 0-100 point workload scale into segments corresponding to distinct cognitive and attentional demands, enabling respondents to visually allocate load across dimensions and thereby create a profile that reflects the task-specific pattern of burden. | The Cognitive Load Scale (CLS), developed by Fred Paas in 1992 and refined by Paas and colleagues in subsequent years, is a brief, single-item or multi-item self-report instrument for assessing the cognitive load (mental effort) imposed by a learning or task environment. Originating in cognitive load theory research, the CLS has become a fundamental measurement tool in educational psychology, instructional design, and human factors, used to evaluate how instructional materials, interface designs, or training methods affect learner or operator mental burden. |
| ScholarGate数据集 ↗ |
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