Direct measurement of cognitive load in multimedia learning

Publikation: Beiträge in SammelwerkenKapitelbegutachtet


Cognitive load theory (CLT) is gaining increasing importance in the design and evaluation of instruction, both traditional and technology based. Although it is well understood as a theoretical construct, the measurement of cognitive load induced by instructional materials in general, and by multimedia instruction in particular, mainly relies on methods that are either indirect, subjective, or both. Integrating aspects of CLT, working memory research, and cognitive theories of multimedia learning, we describe the conceptual basis and practical implementation of a dual-task approach to the direct measurement of cognitive load in multimedia learning. This computer-based instrument provides a direct and objective measure that overcomes many of the shortcomings of other indirect and subjective methods that will enable researchers to validate empirically theoretical predictions of CLT.

TitelCognitive Load Theory & Instructional Design
Anzahl der Seiten9
VerlagTaylor and Francis Inc.
ISBN (Print)9780805896107
ISBN (elektronisch)9781135065812
PublikationsstatusErschienen - 01.01.2003
Extern publiziertJa

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Publisher Copyright:
© 2003 by Lawrence Erlbaum Associates, Inc.