Level of Cognitive Load Among Students with Learning Disabilities in the Middle Stage in Riyadh Region

The study aimed to investigate the level of cognitive load among middle school students with learning disabilities in Riyadh and to identify differences in cognitive load levels according to gender (male-female) and grade level (first, second, third). The study adopted a descriptive approach and was conducted on a sample of (80) students with learning disabilities, whose ages ranged from 14 to 16 years. To achieve the study objectives, a Cognitive Load Scale consisting of (30) items distributed across three dimensions was developed: intrinsic load, extraneous load, and germane load. The results revealed that the overall level of cognitive load among students with learning disabilities was high, with a mean score of (118.11). Among the three dimensions, "extraneous load" was the highest. The findings also indicated no statistically significant differences in cognitive load level attributable to gender, while significant differences were found according to grade level in favor of the lower grade. The study recommends developing training programs for learning disabilities teachers on Cognitive Load Theory, as well as using assessment tools for the early detection of its levels and designing appropriate instructional interventions.