Investigation of cognitive load when interacting with different types of educational interfaces on massive open online course platforms

Modern massive open online courses (MOOCs) offer a variety of educational interfaces - video lectures, interactive simulations, and text modules. However, design differences may affect learners’ cognitive load and, consequently, the effectiveness of material assimilation. The aim of this study was to conduct a comparative analysis of cognitive load when interacting with three types of interfaces on a MOOC platform and to develop recommendations for their optimization. The results of this study can be used in the development of adaptive MOOC interfaces aimed at personalizing learning and reducing cognitive load.