Testing cognitive loads in solving algorithmic tasks

In their work, educators are increasingly relying on the knowledge of information processing mechanisms such as perception, attention or memory to explain the processes involved in learning and teaching. This article discusses the results of eye tracking experiments on external cognitive load (related to perception or attention control) when solving algorithmic tasks. The analysis of eye tracking indicators has determined which factors reduce the cognitive effort. However, there were no significant differences in the parameters analyzed, which led to the assertion that the distracters presented in the task did not increase the cognitive load, which may indicate that in the case of difficult tasks, the internal cognitive load plays a dominant role. It was noted that the low efficiency of solving algorithmic tasks constitutes a major impediment to statistical inference.