Assessment of cognitive load in multimedia learning using dual-task methodology

Publikation: Beiträge in ZeitschriftenZeitschriftenaufsätzeForschungbegutachtet

Authors

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.

OriginalspracheEnglisch
ZeitschriftExperimental Psychology
Jahrgang49
Ausgabenummer2
Seiten (von - bis)109-119
Anzahl der Seiten11
ISSN1618-3169
DOIs
PublikationsstatusErschienen - 2002
Extern publiziertJa

DOI