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Assessing Cognitive Load for Junior Software Engineers: A Mixed-Method Study

The rising complexity of software systems, combined with the proliferation of new tools and techniques, has challenged Software Engineering educators to refine pedagogical approaches to preparing junior developers for the practice. Despite a growing body of literature devoted to computer science education in general, there exists only scant studies from the software engineering perspective. In this paper, we examine this concern through the lens of perceived cognitive load. A mixed mode study was conducted within a senior level capstone course. Our results suggest that while significant cognitive load was experienced throughout the entire agile process (design, project management and implementation), participants found the latter most demanding. There were indicators that mitigating strategies mindful of working memory could be effective, and results indicated a significant requisite to scaffold the skill sets applied in navigating documentation, and determining appropriateness for task requirements.