Evaluating the Effects of Educational Multimedia Design Principles on Cognitive Load Using EEG Signal Analysis
Author:
Funder
Shahid Rajaee Teacher Training University
Publisher
Springer Science and Business Media LLC
Subject
Library and Information Sciences,Education
Link
https://link.springer.com/content/pdf/10.1007/s10639-022-11283-2.pdf
Reference39 articles.
1. Anmarkrud, Ø., Andresen, A., & Bråten, I. (2019). Cognitive load and working memory in multimedia learning: Conceptual and measurement issues. Educational Psychologist, 54(2), 61–83.
2. Bigdely-Shamlo, N., Mullen, T., Kothe, C., Su, K.-M., & Robbins, K. A. (2015). The PREP pipeline: standardized preprocessing for large-scale EEG analysis. Frontiers in neuroinformatics, 9, 16.
3. Castro-Meneses, L. J., Kruger, J.-L., & Doherty, S. (2020). Validating theta power as an objective measure of cognitive load in educational video. Educational Technology Research and Development, 68(1), 181–202.
4. Cohen, J. (2013). Statistical power analysis for the behavioral sciences. Routledge.
5. Cohen, M. X. (2014). Analyzing neural time series data: theory and practice. MIT Press.
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