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

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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.

Original languageEnglish
JournalExperimental Psychology
Volume49
Issue number2
Pages (from-to)109-119
Number of pages11
ISSN1618-3169
DOIs
Publication statusPublished - 2002
Externally publishedYes

    Research areas

  • Cognitive load, Dual task, Learning with multimedia
  • Psychology

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