TY - JOUR

T1 - The Rhythm Method

T2 - A New Method for Measuring Cognitive Load-An Experimental Dual-Task Study

AU - Park, Babette

AU - Brünken, Roland

PY - 2015/3/1

Y1 - 2015/3/1

N2 - The present study joins a series of studies that used the dual-task paradigm to measure cognitive load while learning with multimedia instruction. The goal of the current work was to develop a secondary task, to measure cognitive load in a direct and continuous way using intra-individual, behavioral measures. The new task is achieved by utilizing internalized cues. More specifically, a previously practiced rhythm is executed continuously by foot tapping (secondary task) while learning (primary task). Precision of the executed rhythm was used as indicator for cognitive load-the higher the precision, the lower cognitive load. The suitability of this method was examined by two multimedia experiments (n1=30; n2=50). Cognitive load was manipulated by seductive details (Experiment 1: with vs. without) and modality (Experiment 2: on-screen text vs. narration). Learners who learned under low cognitive load conditions (Experiment 1: without seductive details; Experiment 2: narration) showed significantly higher rhythm precision. These results provide evidence that rhythm precision allows for a precise and continuous measurement of cognitive load during learning.

AB - The present study joins a series of studies that used the dual-task paradigm to measure cognitive load while learning with multimedia instruction. The goal of the current work was to develop a secondary task, to measure cognitive load in a direct and continuous way using intra-individual, behavioral measures. The new task is achieved by utilizing internalized cues. More specifically, a previously practiced rhythm is executed continuously by foot tapping (secondary task) while learning (primary task). Precision of the executed rhythm was used as indicator for cognitive load-the higher the precision, the lower cognitive load. The suitability of this method was examined by two multimedia experiments (n1=30; n2=50). Cognitive load was manipulated by seductive details (Experiment 1: with vs. without) and modality (Experiment 2: on-screen text vs. narration). Learners who learned under low cognitive load conditions (Experiment 1: without seductive details; Experiment 2: narration) showed significantly higher rhythm precision. These results provide evidence that rhythm precision allows for a precise and continuous measurement of cognitive load during learning.

KW - Educational science

UR - http://www.scopus.com/inward/record.url?scp=84924769162&partnerID=8YFLogxK

U2 - 10.1002/acp.3100

DO - 10.1002/acp.3100

M3 - Journal articles

AN - SCOPUS:84924769162

VL - 29

SP - 232

EP - 243

JO - Applied Cognitive Psychology

JF - Applied Cognitive Psychology

SN - 0888-4080

IS - 2

ER -