Assessment of cognitive load in multimedia learning with dual-task methodology: Auditory load and modality effects

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Assessment of cognitive load in multimedia learning with dual-task methodology: Auditory load and modality effects. / Brünken, Roland; Plass, Jan L.; Leutner, Detlev.
In: Instructional Science, Vol. 32, No. 1-2, 01.01.2004, p. 115-132.

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@article{421237a4498d4ffa86b2d6ff91c0ac27,
title = "Assessment of cognitive load in multimedia learning with dual-task methodology: Auditory load and modality effects",
abstract = "Using cognitive load theory and cognitive theory of multimedia learning as a framework, we conducted two within-subject experiments with 10 participants each in order to investigate (1) if the audiovisual presentation of verbal and pictorial learning materials would lead to a higher demand on phonological cognitive capacities than the visual-only presentation of the same material, and (2) if adding seductive background music to an audiovisual information presentation would increase the phonological cognitive load. We employed the dual-task methodology in order to achieve a direct measurement of cognitive load in the phonological system. In both experiments, the modality effect could be confirmed in the patterns of secondary task performance and in the primary learning task.",
keywords = "Psychology",
author = "Roland Br{\"u}nken and Plass, {Jan L.} and Detlev Leutner",
year = "2004",
month = jan,
day = "1",
doi = "10.1023/b:truc.0000021812.96911.c5",
language = "English",
volume = "32",
pages = "115--132",
journal = "Instructional Science",
issn = "0020-4277",
publisher = "Springer Netherlands",
number = "1-2",

}

RIS

TY - JOUR

T1 - Assessment of cognitive load in multimedia learning with dual-task methodology

T2 - Auditory load and modality effects

AU - Brünken, Roland

AU - Plass, Jan L.

AU - Leutner, Detlev

PY - 2004/1/1

Y1 - 2004/1/1

N2 - Using cognitive load theory and cognitive theory of multimedia learning as a framework, we conducted two within-subject experiments with 10 participants each in order to investigate (1) if the audiovisual presentation of verbal and pictorial learning materials would lead to a higher demand on phonological cognitive capacities than the visual-only presentation of the same material, and (2) if adding seductive background music to an audiovisual information presentation would increase the phonological cognitive load. We employed the dual-task methodology in order to achieve a direct measurement of cognitive load in the phonological system. In both experiments, the modality effect could be confirmed in the patterns of secondary task performance and in the primary learning task.

AB - Using cognitive load theory and cognitive theory of multimedia learning as a framework, we conducted two within-subject experiments with 10 participants each in order to investigate (1) if the audiovisual presentation of verbal and pictorial learning materials would lead to a higher demand on phonological cognitive capacities than the visual-only presentation of the same material, and (2) if adding seductive background music to an audiovisual information presentation would increase the phonological cognitive load. We employed the dual-task methodology in order to achieve a direct measurement of cognitive load in the phonological system. In both experiments, the modality effect could be confirmed in the patterns of secondary task performance and in the primary learning task.

KW - Psychology

UR - http://www.scopus.com/inward/record.url?scp=3843068798&partnerID=8YFLogxK

U2 - 10.1023/b:truc.0000021812.96911.c5

DO - 10.1023/b:truc.0000021812.96911.c5

M3 - Journal articles

AN - SCOPUS:3843068798

VL - 32

SP - 115

EP - 132

JO - Instructional Science

JF - Instructional Science

SN - 0020-4277

IS - 1-2

ER -

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