Prisacari, A. A., & Danielson, J. (2017). Computer-based versus paper-based testing: Investigating testing mode with cognitive load and scratch paper use . Computers in Human Behavior , 77 , 1–10. https://doi.org/10.1016/j.chb.2017.07.044

The potential association of the factors of scratch paper use and of test-taker cognitive load (i.e., mental effort) was analyzed between testing conditions: computer-based versus paper-based postsecondary chemistry course examinations. [This study had the same participants as its companion investigation—Prisacari & Danielson (2017) Rethinking testing mode—in which performance by testing mode was compared.]

Postsecondary students, all undergraduates (n=221), taking a general chemistry course at a university in a state in the Midwest (U.S.) participated. Demographic information such as age, gender (57% were female, 43% were male students), and race/ethnicity were reported. No disability information was reported, and no comparisons were made between samples of students by disability category.

Three general chemistry course tests—two quizzes and one practice exam—were administered. Students were randomly assigned to condition 1 (test 1 on computer and test 2 on paper) or condition 2 (test 1 on paper and test 2 on computer). The forms of each test were equivalent in content and difficulty level through a systematic item pairing process. Students then registered for one of two slot to take the practice exam without knowing whether it was on computer or paper. Cognitive load was measured when participants answered a brief set of survey questions on mental effort and perceived difficulty of each of the exam items. Observations on participants' use of scratch paper were documented.

No significant differences were found in cognitive load between students who took the computer-based test and students who took the paper-based test. Observations yielded that students taking the paper-based test used scratch paper more often than for the computer-based test.