英文摘要：This study aims to establish a Digital Reading Cognitive Load Scale (DRCLS) for elementary school high-grade students in order to form a reliable and valid database. The DRCLS consists of three components: (1) task environment, (2) learner characteristic (cognitive capability, cognitive style, prior knowledge and experience) assessment, and (3) an interactive effect component to measure learner’s engagement within the task environment. The interactive effect component measures a learner at two levels: mental effort and mental load. Twenty-five Likert-type scale items were produced for the DRCLS. The entire study was divided into two steps. Step 1 included developing the items and having them validated by four subject field experts and two elementary school teachers. Validated items were statistically analyzed using 387 pre-test samples. The 25 items were further refined according to the results from the pre-test data analysis. At the Step 2 data were collected from a stratified proportional sampling of 35 classes, which included 728 elementary school high-grade students. These students responded to the 25 items in a Web-based online environment. Analysis on data collected from these students revealed good internal consistency reliability. Structural equation modeling (SEM) was developed to measure two scale components: mental effort and mental load. The theory model was cross-validated using two random sample groups. Analysis of the SEM model to data revealed a good model fit to the data, good construct validity, and good divergent and convergent construct validity for both scales’ components. The education value of using DRCLS to promote digital reading practice among students is also forwarded.
