Assessing cognitive demand is crucial for research on self-regulated learning; however, discrepancies in translating essential concepts across languages can hinder the comparison of research findings. Different languages often emphasize various components and interpret certain constructs differently. This paper aims to develop a translingual set of items distinguishing between intentionally invested mental effort and passively perceived mental load as key differentiations of cognitive demand in a broad range of learning situations, as they occur in self-regulated learning. Using a mixed-methods approach, we evaluated the content, criterion, convergent, and incremental validity of this scale in different languages. To establish content validity, we conducted qualitative interviews with bilingual participants who discussed their understanding of mental effort and load. These participants translated and back-translated established and new items from the cognitive-demand literature into English, Dutch, Spanish, German, Chinese, and French. To establish criterion validity, we conducted preregistered experiments using the English, Chinese, and German versions of the scale. Within those experiments, we validated the translated items using established demand manipulations from the cognitive load literature with first-language participants. In a within-subjects design with eight measurements (N = 131), we demonstrated the scale’s criterion validity by showing sensitivity to differences in task complexity, extraneous load manipulation, and motivation for complex tasks. We found evidence for convergent and incremental validity shown by medium-size correlations with established cognitive load measures. We offer a set of translated and validated items as a common foundation for translingual research. As best practice, we recommend four items within a reference point evaluation.

Human movement plays a foundational role in cognition and learning. This topical collection brings together theoretical and empirical work examining how gestures, physical activity, and virtual movement enhance learning in language, multimedia, and activity-based learning. Regarding language learning, interacting with virtual object improves vocabulary learning, especially for learners with low language aptitude. Additionally, emotional narratives support memory more effectively than neutral ones, while instructed gesturing may hinder recall for some learners. In multimedia learning, pointing improves attention and comprehension, whereas tracing can impede learning due to cognitive overload. For activity-based learning, theoretical contributions offer frameworks for integrating movement into learning tasks, emphasizing mechanisms such as generative learning, social cognition, and offloaded processing in areas ranging from digital education to stimming behaviors. Together, these studies offer insights for designing effective, movement-based instruction across diverse learning environments and populations, underscoring the dynamic relationship between bodily action and cognitive development in education.

The split-attention effect posits that learning outcomes are negatively impacted when interrelated text and graphics are spatially segregated rather than cohesively integrated. This study explored how the instructional material's presentation size influences the manifestation of the split-attention effect. Based on cognitive load theory and perceptual load theory, we hypothesized that elevated information density in a compact presentation format would attenuate the advantage of integrated text and graphics, thereby diminishing the salience of the split-attention effect relative to a more expansive presentation size. University students (n = 146) studied a split-attention format or integrated format in either large or small presentation size. Results on retention and comprehension tests and extraneous cognitive load ratings revealed no effects of instructional format, presentation size or their interaction. The present results call for a more nuanced understanding of the split-attention effect and suggest additional research to explore its cognitive foundations.