Assessment of Cognitive Load in Multimedia Learning Using Dual-Task Methodology

Author:

Brünken Roland1,Steinbacher Susan1,Plass Jan L.2,Leutner Detlev1

Affiliation:

1. Erfurt University, Germany

2. New York University, USA

Abstract

Abstract. In two pilot experiments, a new approach for the direct assessment of cognitive load during multimedia learning was tested that uses dual-task methodology. Using this approach, we obtained the same pattern of cognitive load as predicted by cognitive load theory when applied to multimedia learning: The audiovisual presentation of text-based and picture-based learning materials induced less cognitive load than the visual-only presentation of the same material. The findings confirm the utility of dual-task methodology as a promising approach for the assessment of cognitive load induced by complex multimedia learning systems.

Publisher

Hogrefe Publishing Group

Subject

General Psychology,Arts and Humanities (miscellaneous),Experimental and Cognitive Psychology,General Medicine

Reference34 articles.

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5. Brünken, R., Leutner, D.(2000). Neue Medien als Gegenstand empirischer pädagogischer Analyse: Stand der Forschung und Perspektiven. New Media as a topic of empirical educational analysis: State of the art and perspectives] In D. Leutner & R. Brünken. (Eds.), Neue Medien in Unterricht, Aus- und Weiterbildung. Aktuelle Ergebnisse empirischer pädagogischer Forschung (pp. 7– 16 ). Münster, Germany: Waxmann.

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